AUTISM IN A REGULAR SCHOOL AND THE INCLUSIVE PROCESS IN THE EDUCATIONAL ROUTINE

Abstract

This article aims to analyze how the process of inclusion of children with Autism Spectrum Disorder in the regular school occurs and what measures should be taken to achieve them and specific objectives to investigate the trajectory of the child with social and educational disability and to verify the occurrence of the inclusion of students with autism in the regular school. To reach the proposed objectives, a bibliographic research was used. The choice of the topic is justified, since the present challenge in the school that seeks to be inclusive is in the knowledge of the specificities of each student who presents with their deficiencies. For the theoretical basis, authors such as Belisário and Bolari, among others, who subsidized the research were used. It is concluded that it is necessary to invest in capacities to, every day, train the professionals who live with children with autism, in the search for a better conviviality and guarantee of the inclusive process.