CHILD AUTISM: POSSIBILITIES OF AN INCLUSIVE EDUCATION THROUGH PSYCHOPEDAGOGY

doi.org/10.29327/4429366

Abstract

This research aims to discuss the school inclusion of children with Autism Spectrum Disorder (ASD) and the role of the psychopedagogue in the face of this process, in addition to seeking to list some strategies that promote the school development of children with autism. The methodology chosen for the elaboration of this research was the bibliographic, through the qualitative method. During the research, the importance of psychopedagogical practice was confirmed, not only for the process of school inclusion, but also to provide students with ASD with socio-affective, psychomotor and cognitive development. The theoretical basis confirmed the need to further consolidate legislation, guidelines and actions to strengthen the construction of school inclusion. As a support in ensuring the inclusion of children with ASD, psycho-pedagogical work proved to be effective and, more than that, necessary, as it is a work that goes beyond the walls of the school, since, in addition to providing pedagogical support to the class teacher, it also guides the learner's families so that they can contribute to the most effective learning process. This study brings not only concepts of inclusion or autism itself, but proposes a new way of thinking about society and school with regard to the pedagogical practices of inclusion of children with ASD.