PUBLIC POLICIES FOR SPECIAL EDUCATION: THE IMPORTANCE OF SCHOOL INCLUSION FOR CHILDREN WITH AUTISM

Abstract

This writing aims to analyze Brazilian public policies aimed at special education, focusing on the school inclusion of children with Autism Spectrum Disorder (ASD). Educational inclusion, supported by national legislation, aims to defend that regardless of their special needs, all children have the right to quality education and equal development opportunities. It is known that the school inclusion of children with ASD not only restricts access to the school environment, but also involves specialized support, curricular adaptation, in addition to preparing teachers to deal with the specificities of autism spectrum disorder. The methodology adopted in this study is qualitative, being based on a bibliographic and documentary review. Scientific articles, theses, monographs, as well as official documents, legislation and educational guidelines from the Brazilian government were analyzed. These databases were collected through Google Scholar and Scielo. The results indicate that even with significant advances in Brazilian public policies to guarantee the school inclusion of children with autism, challenges still exist.  Among them, the need for continued and specialized training for teachers, availability of pedagogical resources that meet the needs of these students, in addition to adequate adaptation of the school curriculum stands out. Therefore, it is concluded that for the school inclusion of children with autism to be truly satisfactory, a continuous commitment to the development and implementation of public policies that promote the integration, full inclusion and appreciation of these children in the school environment is essential.