Inserido ou incluído? Uma análise sobre estudantes com autismo matriculados no ensino regular da cidade de Chapecó

Abstract

The contemporary world is permeated by demands that they seek a society with less inequality. One of these demands is the inclusion of people with disabilities at school, work or other socialization spaces This research sought to understand how to center the process of inclusion of the subject with Autistic Spectrum Disorder who attends the Educational Service of Specialized Care of occurs Activities psychophysical Patrick, enrolled in regular schools of the city of Chapecó. Thus it was found that the inclusion of students in the regular education system occurs only in legal framework by virtue of existing laws, or if the subject is included in fact and not just occupying a physical space in the school environment. We attempted to verify the applicability of the laws regarding the right of these students to have Service Specialized Educational and conditions of stay at school with quality and level playing field. The method used was qualitative study with participant observation in the four Chapecó from city schools where these students are inserted. The key elements for this research were the principle of normality conceptualized by Foucault and brands translated stigma for Goffman. These concepts were important to analyze the inclusion factor so present in contemporary debates and analyzed in this research.