L’inclusion scolaire des enfants autistes en Algerie

If we must make educational inclusion a matter of principle, it remains to be confronted with reality. In fact, inclusion raises certain questions. If schooling is a space for socialization and cultural learning, a priori children with ASD will encounter difficulties there? Will autism require adaptations of the context and pedagogy as in motor and sensory disorders? Are all children with autism eligible for school? How can the teacher maintain a minimum pedagogical coherence in the face of the diversity of children? How to measure the impact of inclusion? Can early schooling, from 36 months, help in identifying these children? It is these questions that the article aims to answer.