Acompanhante terapêutico como mediador da inclusão escolar de crianças com transtorno do espectro autista

Abstract

This Final Undergraduate Project discusses the role of the Therapeutic Companion (TC) in the school inclusion of students with Autism Spectrum Disorder (ASD). Based on a systematic literature review, it was identified that the professional training of TCs still lacks standardization and legal regulation, despite the growing demand for their role in educational settings. The intervention practices analyzed, such as the use of Social Stories, Applied Behavior Analysis (ABA), and digital resources, demonstrated effectiveness in promoting school adaptation and the development of students' social skills. Furthermore, the importance of continuous training for education professionals and collaboration between TCs and pedagogical teams was highlighted as key to successful school inclusion. It is recommended that future research broaden the search descriptors to encompass the diversity of terminologies associated with the role of the TC.