Abstract
Objective: To identify the knowledge produced about the perception of families and professionals about the school inclusion of children with autism spectrum disorder. Methods: This is an integrative review of the literature published in the time frame from January 2016 to January 2020 in the databases Latin American and Caribbean Literature on Health Sciences (LILACS) and Scientific Electronic Library Online (SCIELO). Results: There are still weaknesses in the inclusion of children in the school environment, which generates suffering, stress, and concern for family members. The lack of adequate academic training reflects the scarcity of qualified professionals to ensure the maintenance of the child in school. Final considerations: It was found that there are gaps in the knowledge of family members and professionals about the ways of inclusion of children with autism spectrum disorder in school, requiring professional training for the necessary support to the family and guarantee of the learning and well-being of children.