2019
DOI: 10.4322/2526-8910.ctoao1845
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Abstract: The Educational National Policy, within the perspective of inclusive education, orients teaching and learning systems to guarantee access since preschool until high school/vocational school. The literature on the field reviews the need for a greater understanding of schooling processes for people with ASD in the different stages of life. This study has aimed to identify the perspective of families of adults with ASD regarding the institutions that offer care to autistic people during adulthood. The study has a… Show more

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Cited by 12 publications
(4 citation statements)
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References 19 publications
(24 reference statements)
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“…This change is important since in the Brazilian version of the training, two autistic men and an autistic woman spoke in videos about autism in adulthood and in women. Knowledge about these topics has rarely been disseminated in the Brazilian context, with the exception of recent research initiatives (Olivati & Leite, 2019; Rosa et al, 2019). For example, Olivati and Leite (2019) interviewed six autistic students (one female and five male) from a public university in the state of São Paulo, to investigate accessibility, relationships, and suggestions for improvements in the university context.…”
Section: Discussionmentioning
confidence: 99%
“…This change is important since in the Brazilian version of the training, two autistic men and an autistic woman spoke in videos about autism in adulthood and in women. Knowledge about these topics has rarely been disseminated in the Brazilian context, with the exception of recent research initiatives (Olivati & Leite, 2019; Rosa et al, 2019). For example, Olivati and Leite (2019) interviewed six autistic students (one female and five male) from a public university in the state of São Paulo, to investigate accessibility, relationships, and suggestions for improvements in the university context.…”
Section: Discussionmentioning
confidence: 99%
“…Por ser a escola um ambiente referencial para o desenvolvimento de crianças e adolescentes, essa passa a ser vista como um ponto de apoio fundamental não somente para o aluno com o TEA, mas para toda a sua família. Desde os últimos anos do século XX, houve uma progressão em relação aos atos normativos educacionais, com diversas interpretações de conceitos em torno da inclusão do aluno com deficiência na educação formal (Rosa et al, 2019).…”
Section: Introductionunclassified
“…Cuidado de Atenção para Pessoas com TEA e as suas Famílias na Rede de Atenção Psicossocial no Sistema Único de Saúde(ROSA et al, 2019).Nesse caminho, procurar identificar o que se deve ensinar a um alunco com TEA é fundamental, já que elas na maioria das vezes não se "ajustam" as maneiras habituais de escolarização. Dentre os tipos de intervenção educacional estão ABA, PECS e TEACCH.…”
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