Identification and Inclusion of Students with Autism Spectrum Disorder (ASD) in the Early School Years: A Literature Review

Abstract

The present study aimed to discuss what autism spectrum disorder is, the main characteristics, as well as discuss learning difficulties presented by some students, which must be observed carefully by the school and teacher when it appears to be autism and the family has not yet realized, so that a thorough investigation can be carried out with the family and referred to other professionals so that a correct diagnosis can be reached and the teacher and the school can adapt to assist this within their rights and possibilities , thus providing inclusion. Autism is a developmental disorder that presents varied types of changes in the neurological system that result in difficulties with language, communication and social interaction and several other difficulties in the school learning process. The school's need to deal with cases of autism was emphasized, to seek to work with the possibilities of better development of these children, through interventional actions, with support and instructions from other qualified professionals to act with appropriate proposals and monitoring of these children, pointing out ways that minimize their difficulties and become successful in learning. The study was based on authors who debate autism and the school learning process, and was therefore a bibliographical review. The results led us to believe that autistic children have different abilities to build their learning, requiring attention, adequate resources and activities that meet their particularities, their forms and pace of development.