Autismo e educação inclusiva no ensino superior

Abstract

There is a growing number of students with disabilities entering higher education, as a result of the historical process of fighting for rights and against the conception of people with disabilities as incapable and deficient from a functional and social point of view. This process of struggle for rights has been materializing since the inclusion policies that emerged in Brazil between the end of the 1980s and the beginning of the 1990s, with the Federal Constitution of 1988 (Brasil, 1988), initially with an emphasis on the regular system of teaching in basic education, in a proposal of integration and, later, in a proposal of inclusion. The objective of this study was to analyze the scientific production on the challenges of including students with Autistic Spectrum Disorder (ASD) in Higher Education Institutions (HEIs). The research problem is whether there is an institutional policy aimed at the inclusive education of students with Autistic Spectrum Disorder (ASD) enrolled in Higher Education? If there are actions developed to promote access, permanence, possibilities and challenges for this student, and what measure has been promoted to facilitate this accessibility. In addition to collecting data on the mapping of the sociodemographic profile of students with Autistic Spectrum Disorder (ASD) enrolled in higher education in 2016 from data collected by INEP (National Institute of Educational Studies and Research Anísio Teixeira), which in 2020 launched a survey Brazilian to map the sociodemographic profile of autistic students enrolled in higher education. To answer this question, a descriptive research of qualitative and quantitative analysis will be carried out in an integrative literature review format. In this sense, the results will be presented from the collection of information from primary and secondary sources, including research platforms, books and articles. Keywords: Autistic Spectrum Disorder. Inclusion. University education.