Autism Inclusive Education Lucy Souza Faccioli, Maria Fernanda Toffoli Castilho, Ana Paula Borgomoni, Renato Tavares da Silva Neto, Patricia Gorisch

Abstract

This study seeks to investigate the impact of inclusive education on the mental health of children and adolescents with Autism Spectrum Disorder (ASD). Given the increase in inclusive education practices and the prevalence of ASD diagnoses, this work is particularly relevant for educators, mental health professionals, policymakers, and families of individuals with autism. Using a mixed approach that combines quantitative and qualitative methods, the study analyzes mental health indicators such as anxiety and depression among students with autism in inclusive schools. To do so, we will start with the following questions: How does the implementation of inclusive education practices in regular schools affect the mental health of children and adolescents with autism? Initial results suggest that children and adolescents with autism who attend inclusive schools tend to have better mental health indicators compared to those in specialized educational environments. The findings have significant implications for public policy and pedagogical practices, pointing to the need for a more inclusive and welcoming educational environment that also meets the mental health needs of students with autism.