SCHOOL INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS: PSYCHOANALYTIC PERSPECTIVE

School inclusion is that public and private practice that allows regular and special needs students enter the school without any barrier, responding to Intercultural Education Regulations of Ecuador; so that children diagnosed with Autism Spectrum Disorder (ASD) should also be considered in the process of teaching - learning. And from a psychoanalytic perspective that has a different way of understanding subjectivity it arises in this theoretical review how to achieve the inclusion of children diagnosed with ASD?. Through this work a theoretical approach to the concept of inclusion and school integration and TEA is made from a psychoanalytic view with a systematic review of the literature, with reference to contemporary classics and other products. One can conclude that autism have to think as a distinct clinical psychosis, so that the inclusion and integration of these children into the school device must be customized.