INCLUSIVE EDUCATION FOR STUDENTS WITH GLOBAL DEVELOPMENT DISORDER IN HIGHER EDUCATION: A FUNDAMENTAL RIGHT

Global Developmental Disorders represent a category in which disorders that have affected developmental functions in common are grouped. However, this concept is recent and can only be proposed due to methodological advances in studies and the overcoming of the first explanatory models on autism. This work aims to identify in the existing literature whether inclusive education for students with ASD has been implemented as a fundamental right in higher education in Brazilian institutions. This type of study is the broadest methodological approach to reviews as it allows for the inclusion of experimental and non-experimental studies in order to fully understand a given phenomenon of interest. It was possible to see that when we talk about inclusion and accessibility, we can't just deal with issues of structure and physical access.