COMMUNICATION DIFFICULTIES IN AUTISM: The challenges of including autistic students

Willian Orany Sá e Silva

ABSTRACT

This paper aims to discuss the ways in which students with Autistic Spectrum Disorder (ASD) are assisted, from Kindergarten, guaranteeing them the right to be included in the teaching and learning process, and identifying possible barriers that influence this process. The methodology covered in this work is bibliographical in nature. Children with ASD may have difficulty developing language skills and understanding what others say to them. They also often have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions. As it is a developmental disorder, autism manifests itself in some children from the age of three, having a high incidence in boys, mainly affecting socialization and language. Therefore, we will discuss the current perspectives of school inclusion policies for autistic students, highlighting the teacher’s role in contributing to this goal. Finally, we emphasize the lack of support and teacher qualification in parallel with the growing demand for assistance and inclusion of autistic students.

Keywords: ASD. Learning process. Inclusion