Práticas de gestão escolar para acolher estudantes com transtorno do espectro autista (TEA): estudo bibliográfico

Abstract

This article proposes to conduct a bibliographic review on management practices that identify how schools are developing strategies to accommodate students with Autism Spectrum Disorder (ASD) and enhance pedagogical work with this group, using the integrative review method (Polit; Beck, 2006), which consists of enabling the synthesis of the study of knowledge on a given subject. The objective of this research is to understand how school management actions can contribute to the quality of teaching for students with ASD. The study is qualitative and interpretative and has as units of analysis a review of pertinent scientific productions in a database: portal of Periodicals of the Coordination for the Improvement of Higher EducationPersonnel/Capes, where it was possible to carry out several searches based on the descriptors “Autism and inclusion”, “school management and ASD”, and “inclusive education” aggregated by the operator and, with the language (Portuguese) and year of publication being added as filters, covering the period between 2019 and 2024. Next, the full texts were read to identify whether they brought, in their discussions, management practices that favor strategies for welcoming ASD students (Vioto; Vitalino, 2019). The criterion used to select the studies to be analyzed was that they presented the specificities of school management practices in relation to inclusive education. As a result, we pointed out some dimensions of school management practices in relation to the recommended strategies for welcoming students with Autism Spectrum Disorder (ASD) in the context of Inclusive Education. To conclude, the effective welcoming of ASD students is related to the change in attitudes and proposals on the part of school management, contributing to broadening reflections from the perspective of school inclusion. Keywords: