INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE CLASSROOM

Abstract

Children with Autism Spectrum Disorder present some difficulties in learning and social interaction, which has become a concern for teachers regarding their inclusion in the school environment. This article presents, based on bibliographic research, the difficulties of inclusion and the role of the school, teacher, and family in this process. Thus, the general objective is to discuss the importance of including children with Autism Spectrum Disorder in the school environment. The methodology developed in this study was based on bibliographic research using a qualitative approach. It is expected that this study may contribute to strengthening this highly relevant discussion in the educational field and may indicate new perspectives for building more humanized paths in inclusive education for students with ASD, with the participation of the school, family, and teachers who are part of this collective process. It was concluded, based on all experiences, analyses, and reflections throughout this research, that it is possible to argue and defend the essential need to include students with Autism Spectrum Disorder in the classroom. This need for inclusion mainly involves teaching practice, ranging from initial teacher education to continuing professional development.