A inclusão do aluno com transtorno do espectro autista no contexto escolar

Abstract

This article aims to discuss the inclusion of people with disabilities in the school context, especially students with Autism Spectrum Disorder (ASD). In methodological terms, we can say that, in this research, a theoretical-conceptual articulation is made with regard to the inclusion of students with ASD in the school context. Therefore, we characterize this investigative path as theoretical research. Therefore, this article includes a view of ASD from the perspective of Psychology, from the perspectives of DSM-5, Phenomenology and Psychoanalysis. Furthermore, we seek to contemplate a conceptual comparison relating the processes of exclusion, segregation and integration, to better understand inclusion. The results led us to confirm that it is possible to promote the inclusion of students with ASD in the school context. To achieve this, we need to plan a broad agenda of actions aimed at enabling an inclusive daily life and its consequent visibility, thus making it possible to exercise our ability to understand and recognize others and, thus, have the privilege of living and sharing with people different from us.