Right to inclusive education for autistic students. Disputes around models
DOI:
https://doi.org/10.54871/cl4c600iKeywords:
autism spectrum disorder, commodification of autism, inclusive education, people with disabilities, human rightsAbstract
Autism has gained relevance in the international debate in recent decades, concomitantly with an increase in the number of diagnoses. In this study, we delve into two recent Brazilian documents, advertised as advances in inclusive education, aiming to understand to what extent these documents propose a return to a biomedical model of understanding disability. The chosen documents are the bill 3035/2020 and the opinion 50/2023, from the National Council of Education (CNE) of Brazil. The chosen documents reflect a reality that is not only Brazilian: the commodification of autism, through profit-generating products and services that are placed above the right to inclusive education for autistic individuals. The autistic subject emerges as one who should be the target of interventions.
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