AUTISMO INFANTIL E A INCLUSÃO NA ESCOLA NAS PRIMEIRAS DÉCADAS DO SÉCULO XXI

Abstract

This article deals with childhood autism and school inclusion in the first decades of the 21st century, with the aim of understanding how autistic children can have quality education in public schools. Thus, in order to understand the concepts that involve childhood autism and school inclusion in the context of today's society, as well as to identify school inclusion actions to guide autistic children to quality education, this work is characterized as a qualitative and descriptive of a basic nature, which involved the deductive method and bibliographic research. Thus, this work is based on authors such as Assumpção Júnior and Kuczynski (2015), Cunha (2012 and 2015) and Silva et al (2012), among others, and also on documents of the current legislation about the subject. Therefore, it is concluded that schools are not fully prepared to serve autistic children or to work with inclusion in general. Therefore, it is necessary to invest so much in infrastructure, didactic-pedagogical materials and in the training of the teaching staff.