The school support as a tool in the inclusive education of children with autism

Abstract

Despite legal advances, such as the Brazilian Inclusion Law, we still observe a gap between what is written in law and thereality of classrooms. Children with autism, who experiencethe world in a unique way, often encounter unpreparedschools, teachers without adequate training, and physicalstructures that do not consider their needs. School support thus emerges as a beacon in this scenario—not as an “extra,” but as an essential part of the educational process, helping to build bridges between the formal curriculum and these students’ particular ways of learning. Through a careful literature review, we explore the daily challenges faced by these children and their educators. The teacher plays an important role in the successful implementation of inclusive education. Initially, the special education teacher is an integral part of this process. It is concluded that the educational sector needs to be better prepared to educate autistic students in general school environments to a higher degree than before. The challenges in inclusive education and the importance of active methodologies for the quality of inclusive teaching in schooling suffer from a significant lack of greater care for students. There is a need for a broad social task force involving government, schools, and families so that together they can work to expand and democratize access to quality-inclusive education.