A Tessitura do Debate Sobre a Inclusão nos Casos do Transtorno do Espectro Autista (TEA)

Abstract

This monograph proposes to discuss inclusion in the cases of Autism Spectrum Disorder (ASD). To do this, it is necessary, initially, a trajectory by the historical context about the TEA, since the scientific studies of the last 108 years were of fundamental importance to the current discussions about this disorder and it makes us understand with more clarity that this context was by many years studied by psychiatrists, who because they were connected to the health area, brought in their research a more pathological character. Another important factor discussed in this monograph concerns epidemiological contributions, as necessary tools for professionals to improve public policies pertinent to this public. In the last decades, we have also noticed a greater circulation of academic articles published in newspapers and magazines that bring the dialogue between neuroscience and education, in order to explain the learning processes in both typical and atypical children. In this monograph we approach the process of including people with ASD from studies on structured intervention methods and examples of strategies and supplemental and alternative communication resources for these people. In addition, we highlight in this approach the relationships configured between professionals during this process and on how to promote inclusion effectively. In response to the frequent concerns, given the difficulties that can prevent the effective inclusion of people with ASD, we will argue that the school should seek dialogue with health professionals, since treatment clinics are usually spaces that are frequented by students with ASD. However, we caution that this dialogue should not be guided by the pathological bias, because human development is related to cultural experiences which makes the standardization of human behavior an inappropriate scientific conduct. In other words, in the dialogue between the school and health institutions, the role of cultural experiences for learning and development must be considered, assuming the diversification of processes and therefore the greater variability of aspects for the definition of health and disease in the context of communication and social interaction, fundamental functions in the characterization of the deficiencies attributed to Autism Spectrum disorders.