Políticas de inclusão escolar: a inclusão de crianças autistas nas escolas municipais de Amargosa – BA

Abstract

The main objective of this study was to identify how the inclusion of autistic students in the municipal schools of the city of Amargosa - Ba, describing practices and aspects of the work carried out in the process of inclusion of these students. We seek to answer the following question: Does the inclusion public policies for autistic children in the city of Amargosa adequately include these children in the school space? To do so, we trace a trajectory of inclusive education, we discuss the policies of inclusion of autistic children in the municipal schools of Amargosa, highlighting aspects that favor the permanence of these students in the school space. In the construction of this research we used literature review and documentary analysis as methodology. In the literature review the contributions of authors such as Pintor (2017), Leboyer (1995), Mantoan (2006), Sant'ana (2005) were of fundamental importance for the understanding and discernment of issues that at first sight were confused. We conclude that schools, in the midst of all adversities, contribute to the process of inclusion of this student when organizing a resource room, which in principle, causes the autistic student to have contact with the school environment. Inclusion is a constant concern of the municipality and this happens, especially when we see the presence of psychopedagogues, chaperones for these children in schools, but what is still lacking is a continuing education for the professionals of the school, and not only for the teacher, a since it is not only this that comes in contact with the autistic child.