Transtorno do Espectro Autista (TEA) e a Psicologia Escolar: Construindo Caminhos

Abstract

The present research aims to conduct a bibliographic review on the role of School Psychology in supporting children with Autism Spectrum Disorder (ASD), based on the cultural-historical theory proposed by Vygotsky. In addition to the theoretical review, the text includes a personal account of work experience as a support professional with children with ASD in private education networks. Considering that school is a fundamental environment for human development, the research highlights the relevance of psychologists in the school context to promote more inclusive education. The role of psychology involves mediating the learning process, ensuring the right to inclusion and education for all individuals. Both scientific studies and practical experience identified the need to involve the school’s multidisciplinary team in interventions, as effective work cannot be carried out in isolation. Vygotskian theory, discussed throughout the text, underscores the importance of mediation, the use of symbols, and the development of differentiated projects to foster potential. This approach aims to enable effective actions that ensure the inclusion of individuals with ASD in the school environment.