TRANSFORMING REALITIES: LEGAL PROTECTION OF THE RIGHT TO EDUCATION FOR CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER

Abstract

Spectrum Disorder (ASD) represents a condition of alteration in neurodevelopment, marked by difficulties in social interaction, in verbal and non-verbal communication, as well as by restricted and repetitive behaviors. These aspects have a significant impact in the social sphere. In this scenario, special education from the perspective of inclusion plays a fundamental role in the lives of these children and adolescents, allowing them to develop their skills according to their individual potential, contributing to the construction of a future full of dignity and citizenship. The inclusive special education approach recognizes the uniqueness of each child, with their unique abilities, needs and challenges. In this context, this article focuses on the relevance of legal protection of the right to education for this group of people, through legislation and inclusive public policies that emerge as measures to mitigate inequalities and promote the social insertion of people with special educational needs, seeking effective inclusion and building an increasingly egalitarian society. However, some questions arise: does the Public Power concretely comply with the devices present in the articles? Is it possible to guarantee the inclusion, access, permanence and effective participation of children and adolescents with the autism spectrum in the basic education network? Is the inclusion that the law shows socially exercised? This research adopts a qualitative approach, of a theoretical nature, with exploratory and explanatory objectives.