A INCLUSÃO DE ALUNOS COM AUTISMO NA ESCOLA COMUM: ações e reflexões

Abstract

Inclusion is placed in the current society of rights since it is guaranteed to everyone the right to interact in all social instances, certainly could not be different in the school, in which the right of learning is guaranteed to all, both in the aspect of rights social, humanistic and, above all, democratic aspects. The inclusion of students with autism in the common network of education has been a great challenge for the school institutions and for the teachers involved in the care of these students whether they are those of the common class or those of the specialized institutions and other modalities of specialized care, the inclusion of the student with autism requires by the educational institutions making specific decisions and adequate conditions through pedagogical didactic strategies, this because the main element of interaction between humans, communication is greatly impaired or nonexistent in students who have the diagnosis of autism. Based on the assumption that school learning occurs from the student / student / teacher relationship and interaction with the object of knowledge, the main demand is still how to create learning situations that can adequately meet autistic students. All these factors require the school staff to carefully analyze each specific case of autism, aiming at the most appropriate and best pedagogical intervention and mediation situations for that particular student. However, it is important to point out other relevant factors: the training of teachers through continuous training and effective public policies, aimed at meeting this specific demand. The purpose established by this study will be through bibliographic review.