Autoetnografia sobre acessibilidade para pessoas com transtorno do espectro autista no ensino superior

Abstract

This paper addresses accessibility in higher education for autistic students through the methodology of autoethnographic writing, examining the difficulties they face due to normalization processes that guide educational practices. The aim is to shed light on an individual condition that enables reflection on autism and its inclusion in higher education. The significance of inclusive education is emphasized to promote autonomy and development for these students, as well as understanding the university environment and its influence on the democratic formation of the educational system. The analysis of existing norms is conducted through the autoethnographic writing methodology, adopting a critical perspective and proposing the development of policies focused on inclusive and equitable education, capable of breaking away from exclusionary practices and fostering the holistic development of autistic students. The review of national literature reveals a scarcity of materials addressing Autism Spectrum Disorder (ASD) in adults. Understanding disciplinary apparatuses makes it evident that contemporary university structures do not favor the inclusion of students without a disability diagnosis, necessitating an inclusive and non-discriminatory approach while highlighting the importance of recognizing diverse disabilities and their specific support and accessibility requirements.