THE ROLE OF SCHOOL SUPPORT ASSISTANTS IN THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This article presents a theoretical analysis of the role of school support assistants in the inclusion of students with Autism Spectrum Disorder (ASD), based on a literature review. The main objective is to understand the challenges faced by these professionals and highlight their importance in building an inclusive and equitable school. The methodology adopted consisted of analyzing academic studies, legislation, and educational guidelines, allowing for the discussion of practical strategies and the need for continuing education to support inclusive action. The results show that, although the assistant performs an essential educational, mediating, and affective function, their performance is often limited by structural weaknesses, such as a lack of specific training, the absence of clear public policies, and precarious working conditions. The conclusion is that there is a gap between the discourse of inclusion and institutional practice, requiring structural changes, such as the creation of career paths, specific public selection processes, and continuing education for teachers and assistants. These actions must be integrated into a cultural transformation in the school environment, guided by active listening, respect for individuality, and encouraging the autonomy of students with ASD. Strengthening pedagogical skills, the use of inclusive practices, and diversified resources are essential to guarantee the right to learning and full participation of these students in the educational environment.