INCLUSION AND EMPATHY AT SCHOOL: THE CHALLENGES FACED BY CHILDREN WITH AUTISM AND ADHD IN THE FACE OF BULLYING

Abstract

School inclusion is a right guaranteed by law, but it still faces numerous challenges in the daily practice of Brazilian schools. Children with autism and ADHD, often marked by difficulties in socialization and behavior, become targets of exclusion and bullying, both by peers and, often, due to a lack of understanding by educators themselves. This article aims to reflect on the challenges faced by these children in the school environment, highlighting the importance of empathy, teacher training, and inclusive pedagogical practices that promote respect and acceptance. The research is qualitative, based on a bibliographic review, and is grounded in authors who discuss inclusion, prejudice, and interpersonal relationships in the educational context. The results indicate that, despite advances in public policies, there is still a significant gap between the theory of inclusion and its implementation in schools. It is concluded that empathy and raising awareness in the school community are essential tools to combat bullying and build a truly inclusive educational environment.