INITIAL CONSIDERATIONS ABOUT INCLUSION AND ABA: A REFLECTION FROM BASIC EDUCATION TEACHERS

Abstract

This article aims to reflect on Applied Behavior Analysis (ABA) from the perspective of teachers at a public school in Rio Grande do Sul. The authors explore the importance of including students with Autism Spectrum Disorder (ASD) in Education Basic, highlighting the need for an inclusive and multidisciplinary approach. The guiding document for the territory of Uruguaiana emphasizes education as a fundamental right, based on the principles of democracy and the promotion of social inclusion, with respect for diversity. The article is based on a bibliographical review of the literature, using various sources, including authors, legislation and guiding documents for the Basic Education school curriculum. The research is qualitative in nature and focuses on the interpretation of these documents. The analysis highlights the need not to exclude any student from the classroom, promoting adaptations and flexibility to meet individual needs. The global movement for inclusion defends the right of all children and students to be together, learning and participating, without discrimination. Brazilian legislation, such as Law No. 12,764 of 2012 and Law No. 13,146 of 2015, emphasizes the importance of intersectionality in caring for people with ASD and other disabilities. Furthermore, the need for a specialized companion stands out in cases of proven need. The article emphasizes that the inclusion of students with ASD is the responsibility of the entire school, including the regular class teacher, the Specialized Educational Service (AEE), the pedagogical coordinator and the support professional. ABA Applied Behavior Analysis is presented as an effective therapeutic approach for developing essential behavioral skills in children with ASD, although its application requires a structured environment. ABA intervention is considered clinical/therapeutic, but there is no legal obligation to have an ABA professional in the regular classroom. The article emphasizes the importance of a multidisciplinary support network to promote an inclusive school that respects and uses differences for the benefit of learning.