摘要：We propose an integrative reflection between considerations on the specificity of the autism syndrome and possible guidelines for their inclusion at school. We discussed historic and normative assumptions, indicators of good practices that aim at the combination of quality and pedagogical choices. There is an exploration of new professional care, mainly referring to the continuous investigation on etiological hypotheses, early diagnosis, as well as timely and multiplicity of the educational and didactic interventions in autism that favor school inclusion projects We analyze the major approaches on autism, gathering essential elements for a proposal, or guidelines for the inclusion of subjects with autism at school.
其他摘要：We propose an integrative reflection between considerationson the specificity of the autism syndrome and possible guidelines for their inclusion at school. We discussed historic and normative assumptions, indicators of good practices that aim at the combination of quality and pedagogical choices. There is an exploration of new professional care, mainly referring to the continuous investigation on etiological hypotheses, earlydiagnosis, as well as timely and multiplicity of the educational and didactic interventions in autism that favor school inclusion projects We analyze the major approaches on autism, gathering essential elements for a proposal, orguidelines for the inclusion of subjects with autism at school.
关键词：Autism. School Inclusion. Organization of Time and Space.;Autismo. Inclusão Escolar. Organização Espaço e Tempo.
其他关键词：Education;Autism. School Inclusion. Organization of Time and Space.
