SCHOOL INCLUSION FOR AUTISTS: A CHALLENGE FAR FROM BEING OVERCOME A SYSTEMATIC REVIEW OF RECENT STUDIES

Abstract

This article sought to discuss the school inclusion of people with Autism Spectrum Disorder (ASD), a disorder characterized by numerous behavioral and cognitive impairments, which compromises physical, psychological, emotional and social abilities and whose etiology has not yet been defined. The assessment was made from different points of view. In legal terms, a broad analysis was made of the subjects that benefit autistic students. From the teachers' perspective, issues were raised such as the lack of continued training and lack of preparation to give adequate attention to students with ASD. Looking through the prism of the students themselves, it was analyzed how important it is for children to coexist with differences and the advantages that this brings to everyone. Pedagogical practices and their absence were also addressed, in addition to seeking parents' views regarding school inclusion.The search sources were restricted to digital materials, available on the University of São Paulo (USP) website; on the Academia.edu website, as well as on the SCIELO website. The material collection periods were between 2007 and 2024, and this limitation was established for the materials reviewed. A screening was carried out, selecting only materials directly related to the school inclusion of children with ASD and their different perspectives and that met the established objective.