A INCLUSÃO DO ALUNO AUTISTA NA ESCOLA COMUM: DESAFIOS E POSSIBILIDADES

Abstract

The inclusion of the autistic depends on several factors such as school, family, society, but also knowledge about autism. Thus this research aims to investigate if there are possibilities of inclusion of an autistic student in the public school classroom. Therefore, this is the focus of the present study: the inclusion of students with autism in the regular class. With this research, we seek to analyze the circumstances that these students establish with their teachers and colleagues in the classes of the regular network of education. Thus, it is intended to evaluate how the insertion of these students is processed in the context of the common class, in which the majority of students do not present such needs. It is seen that this situation impacts on the possibilities of interaction, communication and knowledge construction of these students. The study is oriented to the repercussion of these conditions that imply the non existence of a common territory, with consequences for the explicitation of ideas and the authentic dialogue, mainly because school and teachers are unprepared to attend these students. The school in the course of its history, characterized by the vision where the schooling is the privilege of a group, in the meantime an exclusion was created that was legitimized in the policies and educational practices of the social order. From the process of democratization of education this inclusion / exclusion was identified, when the education systems extend access, but still continue to exclude individuals and groups considered outside normal school patterns, such as autistic students.