Desafios e possibilidades no processo de inclusão de alunos com transtorno do espectro do autismo – TEA na cidade de Acari/RN

Abstract

Inclusive education is a paradigm arising from international movements that have driven the development of inclusive education policies in our country. This paper reports the results of a research that aimed to analyze the challenges and possibilities present in the schooling process of children with Autism Spectrum Disorder - ASD. It was also guided by the following specific objectives: to verify the main challenges faced by Education professionals regarding the inclusion of children with ASD and to identify the pedagogical strategies developed by educators in the schooling of students with ASD. Methodologically, it is part of the Qualitative Approach, of the Case Study type, and its instrument for data construction was the application of an online questionnaire. It was carried out with four educators who work in a public school located in the city of Acari/RN, which has students with ASD enrolled there. The main authors who support this work are: Sassaki (2003); Wing (1997); Silva (2012); Belisário Filho (2010); Assumpção Júnior (2015), Mazzota (2003); Vigotski (2001; 2003). The results indicated that the main difficulties faced by the inclusion of children with ASD are: lack of collaboration from the family, inadequate school environment, lack of teaching materials, lack of multidisciplinary work and deficient training to work with people with ASD. However, it was possible to notice that the educators use different strategies in their teaching practices aiming at the inclusion of the student with ASD, such as appropriate planning, grouping students to favor the participation of all and flexible and continuous assessment, respecting the students' pace. Thus, it is possible to state that there are challenges and possibilities in the schooling process of children with ASD in the investigated school, being still necessary investments in different dimensions by the system and educators for the full effectiveness of school inclusion. Keywords: Autism Spectrum Disorder. School inclusion. Special Education