AUTISM SPECTRUM DISORDER AND INCLUSIVE EDUCATION: INTEGRATIVE LITERATURE REVIEW

This article aims to investigate the current state of national discussions on inclusive education for students with Autism Spectrum Disorder (ASD). For this, an integrative literature review was employed to enter what theoretical and empirical articles, published in 2016-2021 and indexed in the SciELO, PePSIC and BVS-Psi databases, discuss about the educational inclusion of autistic students. 58 articles were found; after applying the inclusion/exclusion criteria, 10 studies read in full were selected. The results were categorized into three axes that deal with issues related to inclusive education with autistic people, namely: continuing teacher education in school inclusion in the TEA, which points out the need for teachers to be in a constant deconstructing ideas process and practices based on the depotentiation of the student; tools used in school inclusion in TEA, whose relevant aspects are linked to the school environment, the relationship established between teacher, student and their peers, playfulness and the study of mathematics; challenges of school inclusion in TEA, which deals with the difficulty in relation to teaching, the little proximity of educators with the diagnosis issue and the attitudinal barriers on their part. It is concluded that integrated studies are directed at more humanized, welcoming, comprehensive and inclusive practices in any environment that guarantees education for all.