Texturas que acolhem: Alimentação escolar como caminho para inclusão de crianças com Transtorno do Espectro Autista.

Abstract

Introduction: The school inclusion of children with Autism Spectrum Disorder (ASD) requires conditions that support not only access, but also continued attendance, participation, and care in everyday school life. Food selectivity is one of the main challenges and is often related to sensory characteristics involving texture, color, smell, temperature, and taste. School food handlers therefore occupy a strategic position because they are directly involved in preparing, adapting, and serving meals. Objective: To analyze school food handlers’ knowledge and practices regarding food selectivity and texture adaptation in meals offered to children with ASD after an educational intervention associated with the pocket manual “Texturas que acolhem”. Method: Mixed-methods, descriptive study with a quasi-experimental before-and-after component and no control group, conducted in 13 municipal public schools. Forty-one food handlers completed the pre-test, 33 attended the workshop and completed the immediate post-test, 25 were included in the paired analysis, and 26 completed the 30-day follow-up. Data collection included a ten-item Likert-scale questionnaire, eight open-ended questions, and a six-item follow-up instrument. Quantitative data were analyzed in Jamovi using descriptive statistics and the Wilcoxon signed-rank test. Qualitative analysis was guided by Discursive Practices and the Production of Meanings in Everyday Life. Results: Participants associated food selectivity with refusal, restricted acceptance, and sensory characteristics of foods. They also reported lack of specific training, insecurity when making adaptations, and reliance on strategies developed through daily practice. Paired analysis showed significant increases in knowledge about ASD, identification of signs of food selectivity, confidence in preparing adapted meals, and the total score. At 30 days, 80.7% reported using texture-adaptation techniques, 84.6% used them at least weekly, 76.9% felt more confident, and 76.9% perceived improved acceptance of school meals. However, 53.9% reported barriers related to time, resources, menus, or institutional support. Conclusion: The workshop associated with the manual proved to be a feasible strategy for supporting safer and more inclusive food practices. The findings reinforce the need for continuing education, nutritionist support, and coordination among school management, staff, and families so that adaptations can be sustained. This Master's Thesis entitled 'Textures That Welcome: School Feeding as a Pathway to Inclusion for Children with ASD,' is a result of the Graduate Program stricto sensu Professional Master's in Family Health (PROFSAÚDE) at the Federal University of Cariri (UFCA), and is part of the research line: Health Education: contemporary trends in education, skills, and professional training strategies.