Studies point to education as a means of including autistic people

Scientific studies from the last ten years point to the education as the best path to greater insertion of people with autism in social spaces and, consequently, to increase their quality of life .

One survey carried out by CNN with the help of the tool Google Pinpointbased on ten scientific studies published in Brazilian journals, showed the advancement of research on autism in Brazil.

Using the tool, it was possible to identify the main factors of the studies analyzed with two time frames, with five of them being between the years 2000 and 2014 and the others from 2014 to 2024. The criteria for selecting academic materials through Google Scholar it was due to the number of citations in other projects in the area.

Keywords among the main ones older studies were: communication, development, social interaction, treatment, diagnosis, prognosis, support, social skills, therapy, research and intervention.

Compared to the new studies , points such as social interaction, family support and family relationships remained a topic of attention in research. New research also indicates the direction for education as a means of inserting autistic people, in addition to addressing the challenges of inclusion in schools.

There are currently 36 thousand students with Autism Spectrum Disorder (ASD) in Brazil, according to official data from the 2023 School Censuspublished in February 2024. According to the study, the number of enrollments of people with autism in the country increased by 48% from 2022 to 2023. Despite the higher number, people with ASD still face barriers to inclusion in schools .

In conversation with experts, the CNN sought to understand more about how education can be a means of improving quality of life and an important tool in the inclusion of autistic people, as pointed out in recent articles on the subject.

Journalist and university professor Ton Felix, who has Attention Deficit Hyperactivity Disorder (ADHD) and teaches neurodivergent young people, states that the topic of inclusion and support for students has been discussed slowly at universities, but that awareness and learning about people with autism is being inserted, as shown by the studies analyzed.

“Many universities, from different areas, have promoted debates, lectures and events related to inclusive education for people with dyslexia, ADHD, ASD and other neurodivergent conditions. Educational institutions are also offering resources on the subject and specific support services to meet the needs of a small portion of these students, such as quiet study rooms, individualized tutoring programs, assistive technologies and access to professionals specialized in inclusive education”, says the professional.

“The main challenges that a person with autism may face throughout their lives are difficulties in social interactions and interpersonal relationships, difficulty in communication, sensory sensitivity, stigma and prejudice in the school environment and in the job market”, highlights Antônio Geraldo, director of the Brazilian Psychiatric Association (ABP), to the CNN.

Difficulty socializing for autistic people

According to experts, the fact that people with ASD demonstrate difficulties in socializing in environments can make relationships at schools and at home more complex.

ASD is a disorder characterized by alterations in neurodevelopmental functions, thus interfering with the individual’s ability to communicate, language and behavioral traits. Despite this, an early diagnosis can reduce the challenges that people may face in integrating into society and, above all, achieving a better quality of life. According to the professionals interviewed, the disorder can already be identified from the age of 2.

“We have a child with low visual contact, which is characteristic of people with autism”, describes Alinne Belo, pediatric neurologist at the Órion Complex clinical center. “It’s a child that we call to her, and she hardly responds. Often, the complaint is that she isn’t even listening to what you’re saying.”

“They also have low interest in socializing with peers, that is, children of the same age. It is even common for them to interact better with older children or adults”, he continues.

“This is a child who rarely seeks out others to communicate, seeks out little from both parents, caregivers and potential peers. She becomes irritable and tearful because she can’t say what she wants. So, it’s poverty, a limitation of language and communication”, adds Aline.

“It is a fact that the disorder affects not only the patient, but also family members and people around them. Some families may feel an emotional impact in dealing with the unique challenges that an autism diagnosis can bring, such as communication difficulties. These particularities can have an impact on the family routine, in addition to requiring more time and resources to care for the family member with autism”, points out psychiatrist Antônio Geraldo.

Education as a path to inclusion and greater quality of life

Journalist and professor Ton Felix states that, during his career, he saw the positive impacts that education has on greater inclusion of people with ASD, and that it should be a tool for improving the quality of life of autistic people in any and all social spaces.

“The inclusion of a person with autism begins in the classroom, where all children and young people have the opportunity to learn together, respect and understand differences,” he says. “Talking about neurodivergence in the educational context is relatively new, but it is gaining more and more space to be discussed and emphasized in schools and colleges.”

According to him, however, the main barriers to this being effective include the lack of qualified professionals who understand and know how to deal with the needs of neurodivergent students, in addition to insufficient resources and adequate infrastructure.

“Many schools and universities still do not have specialized support programs or physical and technological accessibility. The lack of awareness and ongoing training for educators is also a challenge, as many are not prepared to implement inclusive practices effectively”, highlights the professional.

For him, it is necessary to create more educational policies that encourage inclusion and make resources available for the implementation of support programs. Furthermore, it is crucial to promote awareness and awareness about neurodivergence at all educational levels. “Creating a welcoming and inclusive environment depends on a joint effort from the entire school community, including parents, teachers, students and administrators,” says Felix.

“Educators need to be trained to identify and support the specific needs of autistic students, creating a welcoming and accessible environment. Inclusive education not only benefits autistic students, but also enriches everyone’s learning, promoting empathy, respect and collaboration”, he adds.

According to the teacher, the ideal is for everyone to have a “trained eye” to identify the specific needs of each autistic student and offer personalized support. Autistic people generally have low performance in certain subjects or tasks, may present written work below the expected standard and be disorganized or “difficult” to deal with. On the other hand, these same students can be very talented.

To meet the needs of these students, it is essential to have a multidisciplinary team that can offer the necessary support. This would include psychologists, occupational therapists, speech therapists and other specialized professionals.

“Unfortunately, it is not always easy to assemble this team, especially in certain regions of the country where the topic is still little known and resources are scarce”, he explains. “In basic education, this lack is even more evident, as many aspects of education, including the inclusion of neurodivergent students, are still precarious.”

“Therefore, although there is no formal separation, there is an urgent need to train professionals and improve educational infrastructure to offer truly inclusive education”, continues the professor.

Based on his experience, Felix also highlights the need to not “separate” autistic children from others. “Inclusion, observing others with necessary adaptations and supports is the path to a fairer and more equitable education for autistic students.”

“A support teacher can help the student with practices such as: improving their reading of body language, teaching implicit and inferred meanings, learning to understand expressions, metaphors and meanings, interpreting the meaning of questions, helping with content and preparing for tests and reviewing the material makes all the difference”, he suggests.

Education also goes beyond schools, it is necessary to be present in medical offices and in the family of the person with ASD, according to the professional.

“All of this can change through information, knowledge”, highlights Alinne Belo. “This needs to be talked about from childhood. It is essential for children’s health that schools are increasingly informed and prepared to include these children. They need to live well in the environment and be welcomed.”

“As soon as the diagnosis of ASD is made, children need attention from everyone involved. It is important for parents to understand their disorder. They cannot, for example, be exposed to screens before the age of two and after that age only for one hour. This person has to have a welcoming environment, someone who plays, who stimulates them according to their needs”, highlights Libiana Arantes de Araújo, president of the Development and Behavior Department of the Brazilian Society of Pediatrics (SBP).

Erasmo Casella, pediatric neurologist and member of the Brazilian Society of Child Neurology, highlights that, often, in the office, parents and guardians enter a state of “denial”.

“They are often in denial about the situation. Once you are sure of the diagnosis, you have to get them involved and start joint treatment as quickly as possible. It is important that these people recognize and start working with children as soon as possible”, she says.

To achieve this, doctors still need to be trained to guide parents and/or guardians. “In the beginning, the family may face difficulties in obtaining adequate stimulation, the most important thing is training the parents so that the child can be stimulated in the way they should be”, he adds.

“People need to look at what needs and abilities must be respected and stimulated so that people with autism can be happy and reach their potential. Many people with autism have wonderful gifts and can greatly contribute to society”, points out Ljubljana.

Professionals also highlight the need to encourage research and the development of new teaching methods that meet the specific needs of autistic students, “thus allowing for deeper research and obtaining more accurate data on these and other neurodivergent issues ”, says Professor Felix.

“Seeking practices based on scientific evidence and applying neuroscience with affection is fundamental”, adds Ljubljana.