The Process Of Including Children With Autism Spectrum Disorder In The School Context: Challenges And Possibilities In Inclusive Education
The Process Of Including Children With Autism Spectrum Disorder In The School Context: Challenges And Possibilities In Inclusive Education
DOI:
https://doi.org/10.51473/rcmos.v1i1.2026.2143Keywords:
Inclusive Education, Autism, School InclusionAbstract
The school inclusion of students with Autism Spectrum Disorder (ASD) has become one of the main challenges and advances in the field of contemporary inclusive education. The expansion of public policies aimed at guaranteeing the right to education for all students has led to significant changes in pedagogical practices, teaching conceptions, and the organization of school institutions. In this context, it becomes essential to understand how the process of including children with autism occurs within the school environment, considering both the advances and the challenges that permeate this reality. This article aims to analyze the process of including children with Autism Spectrum Disorder in the school context, discussing the foundations of inclusive education, the challenges faced by schools and teachers, and the pedagogical practices that can contribute to the effective implementation of inclusion. This study adopts a qualitative approach and was developed through a literature review based on relevant academic works in the fields of inclusive education, developmental psychology, and teacher education. For the construction of the theoretical framework, studies by authors such as Mantoan (2015), Bosa (2002), Orrú (2017), Camargo and Bosa (2009), as well as official documents of Brazilian educational policy, were analyzed. The results of the analysis indicate that, although Brazilian educational legislation has advanced in guaranteeing the right to inclusive education, challenges still remain related to teacher training, the adaptation of pedagogical practices, and the organization of school institutions to meet the specific needs of students with ASD. In this sense, the importance of developing inclusive pedagogical practices is highlighted, based on the appreciation of diversity and on the development of strategies that promote the participation and learning of all students.
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References
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BOSA, Cleonice Alves. Autismo: intervenções psicoeducacionais. Revista Brasileira de Psiquiatria, São Paulo, v. 24, supl. 1, p. 47-53, 2002.
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CAMARGO, Síglia Pimentel Höher; BOSA, Cleonice Alves. Competência social, inclusão escolar e autismo: revisão crítica da literatura. Psicologia & Sociedade, v. 21, n. 1, p. 65-74, 2009.
MANTOAN, Maria Teresa Eglér. Inclusão escolar: o que é? por quê? como fazer? São Paulo: Summus, 2015.
ORRÚ, Sílvia Ester. Autismo, linguagem e educação: interação social no cotidiano escolar. 2. ed. Rio de Janeiro: Wak Editora, 2017.
UNESCO. Declaração de Salamanca e linha de ação sobre necessidades educativas especiais. Salamanca: UNESCO, 1994.
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Copyright (c) 2026 Antônia Jacqueline Ávila de Araújo , Celma Silvia Amaro Silveira, Francisca Antônia Ribeiro de Sousa, Priscila dos Santos Melo, Silvânia Nogueira do Nascimento (Autor)
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