INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER IN HIGHER EDUCATION: an integrative review

Abstract

In Brazil, from the 1990s onwards, the social and educational rights of people with disabilities began to exercise great relevance in national and international debates, with Higher Education being expanded and disseminated as a space of plurality, diversity and respect for different ways of being. , being and living in the world. The objective of this study is to analyze how affirmative action policies and programs encourage and promote the access and permanence of students with Autism Spectrum Disorder in Higher Education. The methodological procedures adopted were of a qualitative nature, based on a bibliographic research based on the Integrative Literature Review method. Data analysis is carried out in a descriptive way, considering specific categories relevant to the objective of this study. The searches were carried out from 2015 to 2021 in five databases: Virtual Health Library (BVS), Scientific Electronic Library Online (SciELO), Periodicals of the Coordination for the Improvement of Higher Education Personnel (CAPES), Catalog of Theses and Dissertations – CAPES and Brazilian Digital Library of Theses and Dissertations (BDTD), in all, 8 articles, 4 dissertations and 2 theses were etrieved, which met the inclusion and exclusion criteria of the research. From the reading of the studies, institutional practices developed by the accessibility centers of universities were identified, as well as barriers and possible facilitating strategies for the development of inclusive practices in institutions. It is concluded, therefore, the need for articulations between the bodies of the universities, contemplating the accessibility nuclei and the other sectors of Higher Education.