THE CHILD WITH AUTISTIC SPECTRUM DISORDER AND THE INCLUSION PROCESS DEVELOPED IN SCHOOLS

Abstract

The theme of this study is the Autistic Spectrum Disorder and the inclusion of students with this disorder. Students with this disorder have difficulties being included in regular classes because of their special educational needs and, many times, because people do not understand their needs and have no training to deal with these children. The study's general objective is to demonstrate strategies that are used by teachers to enable autistic children to have the right to quality inclusive education. It is a bibliographic research with a qualitative approach, based on the reading of texts, articles, monographs and books about the Autistic Spectrum Disorder (ASD), the behavior of the individual with this disorder in the school environment and the challenges faced to make the inclusion process of this student. The theme has social relevance, since the child diagnosed with autism is labeled and stigmatized, seen as a student who has a "problem" and will not learn. Inclusion is a very complex process and demands a lot of preparation and knowledge from the professionals included, so it is essential that all teachers receive appropriate preparation during their initial training and continuous professional development.