Inclusão social no contexto escolar de crianças com transtorno do espectro do autista

Abstract

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Autism Spectrum Disorder (ASD) is defined as a neurodevelopmental disorder characterized by difficulties in social interaction, communication, and repetitive and restricted behaviors. This paper aims to describe experiences of social inclusion of children with ASD through an integrative review. The integrative review was conducted around the guiding question: What are the experiences of social inclusion in the school context for children with ASD in Brazil? The study's methodological proposal is organized into stages, including the definition of databases and descriptors, the use of inclusion and exclusion criteria for articles in the literature, information collection, and data analysis. To survey the literature, the following databases were searched: Latin American and Caribbean Health Sciences Literature (LILACS), Ministry of Health Virtual Health Library (Medline), Science Direct, and Scielo. The terms used to access the information and refine the search were: Childhood Autism, Social Context, and School Inclusion, as defined by the health descriptors. Cross-referencing between the terms (childhood autism and social context; childhood autism and school inclusion) was carried out in the search in the aforementioned databases. The final sample of this review consisted of 15 scientific articles selected using the inclusion and exclusion criteria previously established. The papers were grouped into three thematic areas, each covering five papers, namely: teacher training; health professionals at school; and schooling for autistic children. Finally, raising awareness through the training process can reduce the stigma associated with ASD and promote an inclusive culture in the school environment. For this to happen, all professionals who work at the school must be involved, along with the caregivers, i.e., the family members of the ASD children. Despite the progress made, there are still challenges to overcome. Inclusion is an ongoing process that requires the collaborative efforts of educators, health professionals, families, and those responsible for drawing up public policies to create truly inclusive educational environments.