Clinic-school integration and multiprofessional work in the care of people with ASD

a literature review

Abstract

This study aims to analyze academic and scientific productions about institutions that serve people with Autism Spectrum Disorder (ASD) in the clinic-school format, seeking to understand their roles, forms of organization, challenges, and contributions in pedagogical support. It is a bibliographic and documentary research, carried out through a literature review of the “state of knowledge” type. Searches were conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Theses and Dissertations Catalog, and SciELO. The Historical-Cultural Theory was adopted as the theoretical framework, due to its comprehensive understanding of human and social development. After applying the inclusion and exclusion criteria, two studies were selected and analyzed both quantitatively and qualitatively. For the qualitative analysis, three categories were developed: 1) Characterization of scientific productions; 2) Conceptions of the social and formative role of Clinic-Schools in serving people with ASD; and 3) Theoretical-practical contributions of the studies. The results indicate advances in the integration between theory and practice and in the social relevance of these institutions, while also highlighting gaps in the articulation between health and education, as well as training deficits and administrative barriers. It is concluded that, although they represent innovative spaces for service and training, Clinic-Schools still require greater intersectoral integration and investment in teachers’ continuing education.