Atuação da psicologia escolar no atendimento à crianças com transtorno do espectro autista

Abstract

This study examines the inclusion of people with Autism Spectrum Disorders (ASD) in schools on the basis of school psychology and the historical-cultural theory of Lev Semenovich Vygotsky. First, the principles of inclusive education and minority-focused public policy are discussed, emphasising the importance of accessibility and equity. ASD, a neurodevelopmental disorder recently incorporated into Brazilian policy, aims to guarantee equal rights and opportunities. The historical-cultural approach, based on the concepts of Vygotsky, is presented as essential for understanding and supporting the inclusion and education of these people. This perspective emphasizes social interaction, symbolic mediation and the cultural environment for the development of the individual and challenges reductionist views of disability. The study conducts a qualitative and exploratory bibliographic review and analyzes 11 scientific articles on the role of educational psychology in the integration of people with ASD. The study concludes that despite its importance in promoting inclusion, there is a lack of publications on this topic. The concepts of historical-cultural theory support this study by highlighting their importance in promoting inclusion in schools. The need for a critical approach in school psychology that recognizes social inequalities and promotes inclusive practices is emphasized. The role of the psychologist is crucial to face the challenges of the school context and to have an appropriate dialogue between Specialized Educational Assistance, pedagogy and psychology. It is concluded that historical-cultural theory offers a valuable perspective to understand the singularities of this population and promote their inclusion in schools. It is necessary to develop projects and actions aimed at promoting the conditions for full accessibility of schools and combating the so-called " ableism", a prejudice often perceived as subtle and directed against people with disabilities. It emphasizes the importance of further study and research in this area in order to implement the right to education and participation of people with ASD and to improve the practice of school psychologists. We come to the conclusion that historical-cultural theory offers a valuable perspective in order to understand the characteristics of this population and promote their inclusion in schools.