According to WHO data, 70 million people worldwide live with Autism Spectrum Disorder (ASD). Of these, 2 million live in Brazil. Autism is a neurodevelopmental spectrum that manifests itself in a unique way in each individual, influencing perception, social interaction, communication and interests. This condition is characterized by a diversity of skills and challenges, reflecting the complexity and richness of the human experience.

To ensure a better quality of life for these people, schools and educational institutions need inclusive education – an approach that aims to ensure that all people, regardless of their abilities or challenges, have access to meaningful educational opportunities adapted to their individual needs. This involves creating learning environments that value diversity, providing personalized support and resources to ensure the full academic, social and emotional development of these students.

There is no formula for inclusive education, it is necessary to think according to each case, as ASD manifests itself in a unique way in each person. But it is possible to point out some benefits for children and adolescents.

Firstly, with inclusive education, an environment is created where autistic students feel accepted, valued and included in their school community. In addition, it also provides opportunities to practice social skills and interact with neurotypical peers, contributing to the development of meaningful interpersonal relationships.

This coexistence also helps to develop a culture of respect and appreciation of diversity, helping all students to understand and appreciate differences. From an academic point of view, inclusive education promotes improvements in student learning, in addition to training them for adult life and the job market.

Inclusion

At Ramacrisna, inclusion actions are not limited to children, they are worked on at all stages of an individual’s life, this also applies to its employees and apprentices – who make up the Adolescent Aprendiz program.

Matheus Resende is a student of the Adolescent Aprendiz program. About a year ago, he was diagnosed with ASD, when he was entering the job market. At 16, he felt fear and insecurity, but also relief and answers to seek support.

“Understanding my condition helped me devise ways to deal with the obstacles that arise on a daily basis. I have always had the goal that a limitation does not define you. What defines you is the way you overcome this limitation and the Ramacrisna Institute offered me all the support I needed to understand and adapt to my diagnosis. I never felt like I was different. It feels like I’m at home here,” he says.

Eyebrow Design course student Maria Vani has level 1 autism. For her, Ramacrisna offers the support she needs. “It’s important for people to understand that their condition doesn’t make a difference. I am level 1 autistic, so my dependence is more emotional, I depend on the people around me, if they are treating me well, with love, with affection, and I I was treated very well and welcomed here”, he points out.

But not only that. Recently, through the CASA Project, the Institute started a group dedicated to preparing parents and caregivers of children with ASD. Completely free of charge, the initiative meets the demands of the community, which sought support from Ramacrisna for better care for children with ASD. The group brings together information and support for families. The activities are based on the experiences of atypical parents and techniques from the psychologists who work at the Institute.

In the group, Ana Paula Reinaldo, an atypical mother for 17 years, found the support she had been looking for for a long time. “I discovered that my son had ASD when he was four years old and, at the time, I didn’t know what it was. Today, we have the chance to know, study and help other families who also need it,” she says.

In addition to guidance from the professionals who make up the team, the course offers support material for consultation and covers everything from basic concepts about autism to issues related to comorbidities, such as genetic syndromes. The success of the training, initially temporary, was so great that the participants requested that it be continued.

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