The autistic student in the inclusive perspective: a systematic review
International Journal of Development Research
The autistic student in the inclusive perspective: a systematic review
Received 17th June, 2019; Received in revised form 26th July, 2019; Accepted 04th August, 2019; Published online 30th September, 2019
Copyright © 2019, Aline Santana Figueredo et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Autistic Spectrum Disorder is characterized by the early manifestation of significant deficits in communication and social interaction together with the manifestation of restricted and repetitive patterns of behavior, interest, and activities. Thus, the study aimed to analyze the inclusion of the autistic student, according to the findings of the literature. It is a descriptive / exploratory, documental and retrospective, systematic review type, carried out in the databases SciELO, LILACS and BDenf, from 2014 to 2019. Twelve studies were selected, in which they were divided into the following categories: Inclusion of autism in the teacher's perception; The autistic student in the inclusive perspective; Inclusion of the child with autism in the perception of the family. It was possible to understand, to know and understand about autism and throughout the study to have a theoretical basis for the results and discussion presented highlighting that the educator has to be patient, participatory and active, and from his various inquiries, follow up and study, consequently, can change and bring what is best for the learner in the learning process.
