EDUCATIONAL INCLUSION PROCESS OF CHILDREN WITH AUTISTIC SPECTRUM DISORDER: CHALLENGES OF THE INTERSECTORAL ARTICULATION

desafios da articulação intersetorial

Abstract

ABSTRACT: The school represents a fundamental environment for social, intelectual, emotional and moral developments, standing as a powerful space promoter of interactions and offer of stimulation for children with Autism Spectrum Disorder (ASD). However building a comum project that articulates the different context and subjects involved in the educational inclusion process, overcoming the reductionist and fragmented vision, still a challenge. Therefore, this research aims to analyze the struggle to include intersectional articulation in the process of educational inclusion of kids with Autism Spectrum Disorder (ASD). The present article was based in a integrative review of the literature published between 2010 and 2020, searched in the data base of Scielo, EBSCO, Google Academics and intentional research for documents published by national authorities in Google. Based on the reading and analysis of the material selected, It was defined three categories to present the results, they were defined by the process of educational inclusion of children with ASD and the challenges of intersectional articulation in the Brazilian scenario: The first dedicated to inclusion as a responsibility of all; the second directed to the rights of ASD children; the third and last, focused in the challenges of intersectional articulation. The lack of professional preparation, as well as the difficulty of interaction of the parents with the school and other professionals, besides the problems to ensure the rights of children with Autism Spectrum Disorder (ASD) represent the challenges provided for the inclusion process happens effectively. KEYWORDS: Autism Spectrum Disorder; Educacional inclusion; Intersectional.