Desafios da inclusão escolar em salas multisseriadas para alunos com Transtorno do Espetro Autista (TEA)

Abstract

This work aims to analyze the development of a student with Autism Spectrum Disorder (ASD) in a multigrade classroom. This research was based on the semi-structured observation methodology, with data collection, as well as consultations of scientific texts on Autism Spectrum Disorder, as well as the Instrument for the Construction of the Goals and Actions Plan of the Higino Reinaldo School Unit (2023), part of its Pedagogical Political Project (PPP), located in the rural area of the Municipality of Campo Redondo, in Rio Grande do Norte. The theoretical basis used bibliographical studies by authors such as Vygotsky (1997), Mantoan (2015), Barbosa (2022), among others. The data reveals that the process of inclusion in rural schools is permeated by challenges and practices that are not consistent with satisfactory inclusive education. The results of the study point to the difficulties faced, such as the absence of a classroom assistant for the teacher in the regular classroom, the lack of support from a specialized professional and a room for Specialized Educational Assistance (AEE), as well as the inclusion of students with disabilities in a multigrade classroom, together with children of different ages and grades, policies that are not in line with local needs. In order to achieve a quality basic education, it is essential to consider in a coordinated way: a policy of valuing education professionals; greater investment in human resources and infrastructure for schools; the development of a Pedagogical Political Project appropriate to the work of teachers and classroom methods aligned with the needs of students.