THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER – ASD IN THE MUNICIPAL SCHOOL SYSTEM AND ITS CHALLENGES

Abstract

This paper presents a discussion about the inclusion of autistic students and their challenges in the municipal school system, especially the 2nd year of elementary school of the Municipal School Professora Maria Nilza located in the city of Salgueiro-PE.  To this end, the objective is to know more about this subject and, at the same time, to understand how inclusion in the municipal school system has been occurring and what its challenges are. The discussion, theoretically, is based on the studies of the Rodrigues Mendes Institute (2022), Federal Constitution (1988), Law of Guidelines and Base 9.394/96, National Curricular Guidelines for Basic Education, Salamanca Convention (1994), Santos (2008), among others. In this sense, a qualitative, exploratory descriptive research was carried out. Based on qualitative, field research, to which a semi-structured questionnaire was applied to the teacher of the respective class, caregiver, atypical mother and coordinator of the referred school. The results indicate that the school mentioned above tries its best to make the inclusion of these children who need a more specialized monitoring, from adapted activities, interaction with other students to activities inside and outside the school, in short, a whole engagement is made so that this inclusion happens, although it is not always an easy task, being able to consider the challenges and unique characteristics that this entails. Although access to inclusive education is guaranteed by law, it is found that the path to the inclusion of these children is nevertheless long and difficult. So it is a continuous challenge and one that must continue to be questioned so that a quality education is the general objective of education.