As contribuições da educação musical para a inclusão de estudantes com autismo no contexto escolar: uma revisão integrativa

Abstract

The general objective of this study was to analyze the contributions of music education to the inclusion of children with ASD in the scholarly context. Through a integrative review, national and international papers were analyzed on what has been produced and what contributions have been made for music education, autism, and inclusion as conduction strategies of music classes, to meet the educational needs of this audience. Searches for studies were performed in digital databases such as CAPES, SciELO, ABEM, ANPPOM, and Google Scholar, with the following keywords: music education, autism, and inclusion, in Portuguese and English. Four international peer-reviewed articles and 16 national pieces of research were found. The review indicates meager studies and researches on the triad of music education, autism, and inclusion. A scarcity is seen in both national and international studies regarding the contributions of music education for the inclusion of children with autism in the scholarly context, which contributes to the limitation of qualified teaching and insertion strategies for students with ASD. Possible adaptation strategies for teaching music classes to include students with autism are presented and discussed. The research highlights previous findings and points to the need for future research on the subject, carrying out studies that demonstrate the effectiveness and feasibility of the suggested strategies, pointing to evidence-based practices.