Healthy and inclusive nutrition in schools: A look at school food for children with autism spectrum disorder

Abstract

This study aimed to describe the perception of caregivers and professionals who work in public schools about the process of feeding children with Autism Spectrum Disorder in the school environment to contribute to their inclusion. This is a qualitative research carried out through interviews with caregivers and school employees (pedagogues, teachers, cooks, and principals). Open questions were asked about the knowledge of Autism Spectrum Disorder, and about the process and difficulties of feeding these children at school. The interviews were transcribed in full and the results were organized and analyzed using the content analysis technique, whose interpretation was based on references in the area of ​​food and human rights. From the analysis of the narratives, five categories emerged that comprised the characteristic behaviors of children during feeding, knowledge about Autism Spectrum Disorder and feeding, food selectivity, sensory processing disorder, and school dropout related to feeding difficulties. It was observed that the feeding process of children with Autism Spectrum Disorder is marked by disturbing behaviors, generating anguish and a feeling of impotence in professionals and family members. Caregivers of children with Autism Spectrum Disorder who do not eat properly consider withdraw them from school. Faced with these difficulties, the need for professional qualification was identified, considering that knowledge of the disorder, especially the characteristics related to food, can effect the inclusion of these children and reduce school dropout related to food.