THE RIGHT TO EDUCATION OF PEOPLE WITH AUTISM

AN ANALYSIS FROM THE PERSPECTIVE OF THE METATHEORY OF FRATERNAL LAW

Abstract

This study examines the right to education of people with autism, guaranteed by the Federal Constitution and several other laws, based on the assumption that inclusive education is not limited to the compulsory enrollment of students with ASD, but that, in order to achieve this, public policies must be in place to ensure not only access, but also the retention and development of these students. There must be adequate resources, specialized monitoring, teacher training, and curricular adaptations that favor the autonomy and learning of these students. In this sense, this study seeks to reflect on the right to school inclusion of people with autism, analyzing the current stage of educational policies and proposing measures to improve them. In addition, it aims to raise awareness about current legislation and highlight the need for more effective public policies to ensure educational inclusion, from the perspective of Eligio Resta's Metatheory of Fraternal Rights. The research uses the deductive method and is developed from bibliographic and documentary sources. This is an exploratory and descriptive study, with a qualitative approach based on doctrine, jurisprudence and standards related to the rights of people with autism. Interdisciplinarity is also a central element of the research, which dialogues with areas such as psychiatry, psychology and education, seeking a broader understanding of the difficulties and possibilities of school inclusion