Abstract
Autism is a Pervasive Developmental Disorder (TGD) that is not yet completely understood by professionals in the field. Its etiology is multifactorial, directly related to genetic and environmental factors. It does not present a common biological marker in all cases, making each diagnosis difficult and unique. Based on early diagnosis, it is possible to determine the clinical and pedagogical care necessary for the good development of children with autism, and access to inclusive educational environments promotes the evolution of autonomy and the realization of individual potential. Considering the problem of the inclusion of people with autism in the educational system, the following research question stands out: What are the main difficulties that affect families of children with autism in relation to the educational system? Following the general objective of identifying the main difficulties reported by families of children with autism in relation to the educational system, the following were adopted as specific objectives: identifying obstacles associated with integration into the school environment; distinguish difficulties in accessing and adapting to the school; identify perspectives in relation to other stages of the educational process.
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