AUTISM AND COVID-19: RETHINKING SCHOOL INCLUSION

Abstract

Autism Spectrum Disorder, in the educational setting, has been frequently discussed theoretically and scientifically, especially in Brazil. The increase in the number of enrollments of students with disabilities in regular municipal schools in the public education network is a reality in all Brazilian municipalities. In this sense, knowledge of school inclusion policies and practices for such students in different regions of Brazil becomes urgent. This article aims to make considerations about the school inclusion of children with autism. This is a bibliographical research based on a theoretical review of what has already been produced on the topic. After the pandemic, there was a growing increase in early diagnoses of children with autism spectrum disorder, and combined with these new challenges for their school inclusion. It is believed that for inclusion to happen, it is very important for everyone to truly understand their role within this context – school, family and society, as it is in this aspect that we can obtain positive results in teaching and inclusion.