This work addresses the role of language as a tool for social and educational inclusion
for individuals with Autism Spectrum Disorder (ASD). The key question of this study is:
"How does language act as a tool for social and educational inclusion for autistic
children in the learning process?" The central objective of this research is to analyze
the contribution of language both to the inclusion and exclusion of individuals with ASD
in the educational sphere and in society at large. We hypothesize that language plays
a crucial role in inclusion when professionals involved have knowledge about the
autistic spectrum and its communication forms. However, we acknowledge that
language can also be excluding when those who interact with autistic individuals do
not understand the complexity of their communication. The methodology used in this
study is documentary in nature, with an emphasis on the use of psychopedagogical
records of autistic children from the Mundo Autista School Clinic in Araguaína,
Tocantins. The analysis of the results revealed that all the patients mentioned in this
study have been receiving treatment from the researcher for a period of approximately
1 to 2 years. During the sessions, a variety of communication strategies were identified
to meet the specific needs of each child. In addition to verbal language, non-verbal
language and communicative adaptations played an essential role. The construction
of a trustful environment between the child and the professionals emerged as a
determining factor. Through this relationship, children feel secure to express
themselves and actively participate in activities. Language, in this context, served as a
bridge to establish this emotional and communicative connection, allowing children to
engage more fully in their learning. The results also demonstrated that the
communication strategies adopted in the clinic contributed to the progressive
development of linguistic and communicative skills in children. Through individualized
and sensitive approaches, children showed progress in verbal expression,
understanding commands, and interaction with others. Thus, the analysis of the results
confirmed the hypothesis that language plays a fundamental role in the social and
educational inclusion of autistic children. Through appropriate communication
strategies and the construction of a trustful environment, language becomes an
effective tool to promote active participation, cognitive and emotional development,
and the integration of these children into educational and social activities.
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