Reality of the inclusion of autism in regular education

Abstract

Inclusion, lack of adapted physical space, teachers and pedagogical staff that are not updated are present in regular schools and generate daily challenges in the teachinglearning process. This article aims to show the importance of thinking about inclusion and seeking information so that there is greater awareness on the part of the family, the student and the school. As a methodological resource, field research, of a descriptive nature, was used, in which it reports some considerations about the day-to-day of school inclusion discussed in the literature review. The research was developed from questionnaires answered by the Education Secretary Professor Marcilene Orlando Vandal, principals and coordinators of four institutions, two of which are Early Childhood Education and two elementary schools. Through this research it is understood that schools are not fully prepared and that there is a long way to go for students with autism or other disabilities to be served, to have their rights respected in regular education institutions and to develop satisfactorily