BEYOND THE DIAGNOSIS: WELCOMING AND BELONGING OF STUDENTS WITH ASD IN THE SCHOOL ENVIRONMENT

Abstract

This chapter discusses the inclusion of students with Autism Spectrum Disorder (ASD) in the school environment, understanding that their presence at school must go beyond enrollment, physical access, and formal compliance with legislation. The reflection is based on the idea that diagnosis, although important for guaranteeing rights and organizing pedagogical support, cannot alone define the student’s school experience. In this sense, welcoming and belonging are understood as central dimensions of inclusion, as they concern the way the school recognizes singularities, organizes its practices, establishes bonds with the family, and creates conditions for the student to participate in school life. Based on bibliographic research with a qualitative approach, the study dialogues with authors who discuss school inclusion, Autism Spectrum Disorder, educational management, the relationship between school and family, inclusive pedagogical practices, and permanence. The discussion shows that an inclusive school is not built only through occasional adaptations, but through an institutional culture committed to listening, planning, teacher mediation, and co-responsibility. It is concluded that including students with ASD means building real conditions for them to learn, interact, participate, and recognize themselves as part of the school environment.