Autistic spectrum disorder, a current pedagogical analysis on school inclusion

Autism is a non-degenerative disorder, with changes present at very early ages, typically before three years old, and which is always characterized by severe difficulties throughout the individual's life, reflecting both social and communicative skills and repetitive behaviors and limited interests, with great variability in the intensity and form of expression of the symptomatology in the areas that define its diagnosis. The objective of this study was to conduct a current pedagogical analysis of Autistic Spectrum Disorder (ASD). This is a reflexive analytical study of studies found in the literature about ASD. Among the main results of this study, it has been shown that ASD is considered the third most common developmental disorder among children, with a prevalence ranging from 7 to 13 autistic to ten thousand individuals, approximately 1 in 42 boys and 1 in 189 girls. The essential criteria for diagnosis of ASD are: persistent deficits in communication and social interaction, restricted and repetitive patterns of behavior, interests or activities. Symptoms manifest in early childhood with significant clinical impairment in the social functioning of the individual, and may present other associated deficiencies and / or other comorbidities. In view of the above. We concluded that it is a very prevalent and very prevalent disorder in the school context.