Autism and the neurodiversity paradigm in educational research
DOI:
https://doi.org/10.26512/lc29202345911Keywords:
Neurodiversity, Inclusive Education, AutismAbstract
This work sought to identify the ways in which autism is addressed in educational research situated in the field of the critical autism studies, through a review of the national and international literature produced between 2007 and 2020. The results showed a growing knowledge production on the international scene, but still scarce at the national level. The analysis showed that, from the perspective of neurodiversity, autism assumes an identitarian, political and social character that contributes to the development of proposals based on accessibility and participation of autistic students, guaranteeing their permanence and learning in educational institutions.
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