O Autismo e o direito à educação inclusiva : revisão crítica da literatura

Abstract

The term “Autism” was first used by the Swiss psychiatrist Eugen Bleuler in 1911 with order to name the loss of contact with external reality, causing great difficulty or even impossibility to communicate, the teacher in turn has a mission to intervene so that this individual will have a development within their means, through reflexive action, such as generating piece of pedagogical strategies for the common good of educating carrier Autism. As early as 1943, the Austrian researcher and psychiatrist Leo Kanner drew attention to a group of children who exhibit social isolation, tampering speech and extreme routine maintenance obligation, resuming the discussion of the disorder. What has now found is that Autism settings have learned to conceptualize it as a behavioral syndrome that impairs the child's development. With this attitude, it becomes possible to search for different ways to build the knowledge in the search for improvements in the quality of life of people with autism. For this study, we aimed to analyze the school inclusion of students with Autism, through a theoretical and critical survey and interpretation of the legislation surrounding this issue. The survey shows the regular school contribution for the individual growth with Autism, elucidating the importance of a good preparation of teachers to better meet the demand of their students with some kind of physical or mental limitation.