A produção científica sobre autismo e inclusão do Congresso Brasileiro de Educação Especial de 2018

Abstract

The general objective of this research is to analyze what was produced in the Brazilian Congress of Special Education (CBEE) in 2018 on the theme of autism and inclusion. The research is to analyze the scientific production. For the collection of data we have surveyed all the papers produced in the annals of the congress that year. We found 791 papers with different themes, where we selected those dealing with autism, having a total of 80 papers, where 30 talked about autism and inclusion, being 13 oral communications and 17 posters. Among these, we chose to analyze the 13 oral communications, dealing with completed research. After reading the papers, we divided them into 5 sub-themes: Six in the area of schooling and inclusion; four in the area of inclusive pedagogical practices; 1 in analysis of scientific production on school inclusion of autistic students; 1 in perception of mothers and schooling and inclusion of autistic children and 1 in teacher training for inclusion. In conclusion, in relation to the scientific production on autism and inclusion, we verify that there is a current trend in research related to the theme of inclusion of students with autism in the common school, although there are still gaps that are evident in the low number of works directed to the process of inclusion of students with TEA in the final years of Basic Education and in Higher Education. Furthermore, they are still related to initial points of knowledge about the area, such as diagnosis, early intervention, communication and socialization processes, with the exception of an axis that deals with theoretical analysis about the current references in relation to autism. In relation to autism and inclusion, we see that many points still need to be improved in order to guarantee the inclusion of people with Autism Spectrum Disorder in regular education and there is a long way to go, both through public policies, school management, initial and continued training of teachers and necessary adaptations in the curricula, among others.