SCHOOL INCLUSION AND AUTISM SPECTRUM DISORDER: CHALLENGES AND POSSIBILITIES OF TEACHING PRACTICE

Abstract

This paper deals with the school inclusion of students with Autism Spectrum Disorder - ASD and assumes that one cannot talk about inclusion and teaching learning without taking into account the essential role of the school and the teacher, and investigates whether there is the provision of continuing education. In general, it seeks to understand the process of school inclusion of students with Autism Spectrum Disorder, characterizing the disorder, pointing out the legal aspects related to the inclusion of autistic students and identifying the main challenges and possibilities of teaching practice in the inclusion of these students. The methodology used is qualitative-descriptive and is based on the contributions of renowned authors and researchers in the field of inclusive education, who fully address the process of school inclusion of autistic students, namely: Oliveira (2016), Neto et al (2018), César (2003); Orrú (2003); Ropoli (2010), etc. The theoretical essay was perfected through bibliographic research of books, scientific articles, monographs, among others. The studies revealed that although many autistic students are enrolled in regular schools, it is not possible to speak of inclusion, but only of insertion, since despite the existence of laws and the concomitant increase of these students in the educational environment, including them has been laborious, especially because the reality remains controversial due to a series of challenges in regular schools that hinder the provision of appropriate responses to the specific educational needs of autistic students.