BEYOND TEXTBOOKS: INTERNSHIP EXPERIENCES IN SCHOOL PSYCHOLOGY WITH STUDENTS DIAGNOSED WITH AUTISTIC SPECTRUM DISORDER

Abstract

The following article aims to observe the entire educational context aimed at inclusion students, specifically seeking to verify and/or identify different types of developmental disorders during the internship field experience and analyze the activities, policies, structures and all aspects capable of promoting inclusion of students with disorders. The methodological process used is participant observation, the activities were developed in three specific stages, the first being observation, the second being holding meetings between the research subjects (interns) and the third stage being the creation of the Internship report. The supervised curricular internship brought psychology students an enriching and immensely transformative experience, not only for the interns, but also for the educational institution that welcomed and understood the need to assist in the process of training new professionals. By promoting critical reflection on educational practices and the inclusion of students with ASD, the internship and the work of those involved contributed to the improvement of professional training in Psychology and, of course, to the strengthening of a more inclusive and respectful culture, it is worth highlighting that valuing diversity and committing to equity must be the principles of a truly humanized education.