INCLUSIVE EDUCATION: CHALLENGES FOR SCHOOLS TO INCLUDE CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

Education needs to be inclusive, so that children with Autism Spectrum (ASD) are effectively able to be welcomed into the school system. This research was carried out using bibliographic and documentary methodology with a deductive and qualitative approach. The objective of developing the theme of Autism Spectrum Disorder, taking into account the challenges faced by schools in the inclusion of children in the school environment to realize this acquired right; The school's performance and the family's partnership are of fundamental importance in the practice of inclusion. At least four variants of Autism Spectrum Disorder have been recorded. Based on this statement, the role of the school is to welcome and transform without discriminating against the demands of each person. Use appropriate pedagogical tools and enhance individual characteristics. And for the inclusion process to happen fully, it is important to deepen knowledge of the legal contributions that guarantee this right. Analyze how the family/school relationship works and what positive consequences can be achieved, as well as understand how Brazilian legislation and Education Guidelines can facilitate the inclusion process. In summary, the theme seeks to facilitate the understanding of school inclusion and insertion in discussions that support Special Education.