Accessibility for students with Autism Spectrum Disorder (ASD) in regular education in Marabá/PA

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in mainstream education represents one of the greatest challenges of inclusive education in Brazil, especially due to the difficulty of reconciling legal guarantees with the practical reality of schools. Although legislation ensures equal conditions for access and permanence, pedagogical, structural, and social barriers persist, compromising the effectiveness of inclusion. The main objective of this work is to analyze the effectiveness of the school inclusion of students with Autism Spectrum Disorder (ASD) in Marabá, in light of the constitutional guarantees of the right to education and accessibility. It seeks to verify whether the public policies and practices adopted by the municipality fulfill the constitutional mandate provided for in articles 205 to 208 of the Federal Constitution, which ensure education as a right of all and a duty of the State, promoted under equal conditions for access and permanence, as well as whether they comply with the principle of human dignity and the state's duty to eliminate barriers that prevent full school inclusion.  This research adopts a qualitative approach, with a descriptive character, based on document analysis, a study of relevant legislation, and the collection of institutional data from the Municipal Department of Education of Marabá/PA.