PROCESSO DE INCLUSÃO DE ESTUDANTES AUTISTAS NO ENSINO REGULAR

Autistic Spectrum Disorder (ASD) is characterized by compromising the communication and social interaction of individuals. Topic widely discussed in the process of educational inclusion, with regard to access and permanence of students. This review articleaimed to understand and discuss how the inclusion process of childrenwith Autistic Spectrum Disorder (TEA)occursin schools, considering the need for inclusion and the integral development of the autistic student inserted in regular classes. Thus, I present here a broad view of the concept of autism in order to understand how the teacher who works in regular education develops pedagogical practices in the work of inclusion of these students. The research methodology was carried out with a view to a qualitative approach, through bibliographic research and as a data collection instrument, non-participant observation of regular classrooms with autistic students was used. In general, some teachers have a pedagogical practice aimed at inclusion, promoting methodological strategies that contribute to the development and learning of autistic children. However, other teachers feel unprepared to deal with their autistic students