Inclusão e desempenho acadêmico: um estudo sobre a presença e os desafios de estudantes com transtorno do espectro autista (TEA) nos cursos de graduação e pós-graduação em odontologia

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent challenges in social communication and restricted and repetitive behavioral patterns. However, it may also involve specific abilities—such as hyperfocus, logical reasoning, and accurate memory—which can represent valuable strengths in academic settings. This analytical crosssectional study aimed to quantify and characterize students with ASD enrolled in undergraduate and graduate Dentistry programs in Brazil, as well as to identify the main difficulties they face in academic environments. After approval by the Research Ethics Committee, data collection was carried out from March to June 2024 through a self-administered online questionnaire distributed via Google Forms, in accordance with ethical guidelines for virtual research (Resolution No. 510/2016). The study included 30 students diagnosed with ASD, aged 18 or older, enrolled in public and private institutions across all regions of Brazil. Data analysis was performed using SPSS software, version 21.0, through descriptive statistics (absolute and relative frequencies, means, and standard deviations) and bivariate analysis (Pearson’s Chi-square test), with a significance level of 5%. Most participants were female (83.3%), White (66.7%), resided in the Southeast region (53.3%), had a mean age of 26.3 years (±6.20), and reported a household income below R$8,630.00 (56.7%). Most were enrolled in public institutions (63.3%), and half of them had entered higher education without affirmative action policies. Half of the students received their ASD diagnosis only in adulthood, and 83.3% reported having psychiatric comorbidities. The most frequent academic difficulties reported were: theoretical classes (80.0%), theoretical assessments (70.0%), practical activities (56.7%), and clinical training (46.7%). Statistically significant associations were found between level 1 support needs and difficulty in clinical practice (p = 0.008), type of institution (public) and clinical difficulty (p = 0.006), and the lack of clinical adaptations and perceived difficulty (p = 0.048). Additionally, 76.7% of participants had never taken part in university programs aimed at supporting students with ASD. Low rates of access to institutional support were reported, including social activities (6.7%), personalized learning resources (10.0%), and assessment accommodations (16.7%). Moreover, 63.3% reported that their institutions did not provide adaptations to the clinical environment. These findings highlight the urgent need for effective institutional policies that promote accessibility, equity, and ongoing support in dental education for students with ASD, contributing to the development of inclusive strategies in higher education and supporting both academic retention and future professional inclusion.