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RESUMEN:El presente artículo pone de relieve la idea de que la intervención con personas con TEA debe basarse siempre en un planteamiento integral y de futuro. Para ello deben consolidarse redes de servicios que cubran todas las necesidades, derechos, ámbitos y etapas vitales. El objetivo es potenciar el mantenimiento y el desarrollo continuo tanto de las habilidades básicas de la vida diaria como de todas aquellas que faciliten su acceso a los mismos ámbitos que el conjunto de la población, siguiendo el modelo de calidad de vida para asegurar el Proyecto de Vida de estas personas frente a concepciones asistenciales dirigidas solo a evitar el deterioro. Con dicho objetivo a la vista se exponen los principios en los que debe basarse esta intervención, recogiendo además los principales programas de intervención dirigidos a la formación, ocupación y trabajo en la etapa adulta. Palabras clave: Trastorno Autístico (Trastornos del Espectro del Autismo). Calidad de Vida. Evaluación de Necesidades. Planificación Participativa. Relaciones Profesional-Familia. Autism spectrum disorder: Educational intervention and lifelong learningABSTRACT: In this paper, we highlight the idea that the intervention on people with ASD should always be based on a comprehensive and forward-looking approach, consolidating networks of services that cover all the vital needs, rights, areas and the life stages, with the aim to enhance the maintenance and the continued development of both basic skills of daily living and all those skills that help them to access to the same areas as the general population, following the model of quality of life to ensure their Life Project against welfare conceptions addressed to prevent deterioration only. We present the principles on which this intervention must be based, and gather the main intervention programs aimed at training, employment and working in adulthood.

This article aims to take stock of the research aimed to evaluate the inclusive processes, referring to investigations carried out both in Italy and in international contexts on issues that may have important repercussions on the current organization of the Italian school. Through four key questions (How are we working? Which results have been obtained? What gives the best results? Are more inclusive schools also more efficient?) the authors develop a reflection useful to provide application support for both those who work every day in the school and those who are called to make decisions on organizational policies, as fundamental to promote inclusive and oriented to the maximum educational success of all students schools.Keywordsevidence-based education; special education; inclusion; special educational needs; efficacy research

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