A promoção da educação inclusiva da pessoa com transtorno do espectro autista na educação básica brasileira

Abstract

This study examines the challenges faced by individuals with Autism Spectrum Disorder  (ASD) in achieving the fundamental right to inclusive and high-quality basic education, as  guaranteed by the Federal Constitution of Brazil. Its primary objective is to analyze the  effectiveness of the legal framework governing the educational inclusion of students with ASD,  particularly in light of the constitutional principles of human dignity and equality. Although the  Brazilian legal system has made significant progress in safeguarding the rights of individuals  with ASD, especially through the Berenice Piana Law and the Brazilian Law for the Inclusion of  Persons with Disabilities, the full implementation of these legal guarantees continues to  encounter substantial obstacles. In the educational context, persistent challenges include the  shortage of specialized professionals, inadequate teacher training, structural limitations within  educational institutions, and the continued existence of social and attitudinal barriers that hinder  the effective participation of students with ASD in the school environment. This research was  conducted using the inductive method, adopting a qualitative, exploratory, and descriptive  approach. The study was based on a bibliographic review, analysis of the applicable legislation,  examination of legal doctrine, review of case law, and assessment of statistical data relevant to  the subject. The findings indicate that the effective promotion of inclusive education for  individuals with Autism Spectrum Disorder depends on the continuous implementation of  effective public policies, ongoing professional development for educators, the adoption of  appropriate inclusive pedagogical strategies, and the strengthening of oversight mechanisms to  ensure compliance with existing legislation. It is concluded that the realization of the right to  inclusive education requires coordinated action by the State, educational institutions, and  society, ensuring that students with autism are provided with genuine opportunities for access,  retention, participation, and development within the educational system.