Aspectos no processo de inclusão de crianças com Transtorno do Espectro Autista (TEA) na alfabetização em uma escola na rede particular em Maceió-Alagoas

Abstract

This article aims to discuss the process of including children with autism during the literacy phase in private schools. Despite the existence of various laws designed to improve educational practices for students with disabilities, it is known that not all educational institutions provide adequate structural conditions, specialized teacher training, and instruction directed toward better integration of these individuals into school life and into society, which, since its origin, has exhibited exclusionary characteristics. This bibliographic research is based on the reading and analysis of works by authors whose contributions are 5relevant to this area of education, thus providing greater support for the study. The adopted methodology is qualitative in nature, seeking information that may influence future actions in society. The analysis is fundamentally based on the studies of Marcos Mazzotta (2005), Sassaki (1999), and Freire (2008). Furthermore, international declarations and official documents contribute to this investigation, such as the Convention on the Rights of Persons with Disabilities (2006), the Salamanca Statement (1994), the Law of Guidelines and Bases (1961 and 1971), and the 1988 Federal Constitution.