STRATEGIC EDUCATIONAL SERVICE ACTIONS FOR THE SCHOOL INCLUSION OF AUTISTIC CHILDREN AND ADOLESCENTS

Authors

• Débora Karoline de Oliveira Magalhães
• Débora Franciele Pfüller

Abstract

The theme of this study concerns the right to education for autistic children and adolescents, being delimited in strategic educational service actions for the school inclusion of autistic children and adolescents. The research problem asks how the school inclusion of children and adolescents with autism spectrum disorder has been occurring in Brazil? The general objective is to understand the strategic actions developed in the Brazilian educational context to guarantee the school inclusion of children and adolescents with autism spectrum disorder. with this generic purpose and, seeking to respond to the research problem, the following specific objectives were developed in order to analyze the right to education in Brazil from an inclusive perspective; verify the challenges faced in the educational context of children and adolescents with autism spectrum disorder and identify strategic actions for school inclusion of children and adolescents with autism spectrum disorder. The initial hypothesis identifies that school inclusion depends on multiple factors for its achievement, especially those related to the availability of resources for the provision of public educational policies, as well as for the adequate technical training of professionals who work in the school network. The methodology of this study consists of the deductive approach method, while the procedural method is monographic and the research technique used was bibliographic and documentary. Therefore, it appears that, despite the legal provision that ensures access to inclusive educational instruments, the practical implementation of such mechanisms depends on a joint look at contemporary social demands, endowed with diversity, so that boys and girls with autism develop a feeling of belonging through true school inclusion.