Inclusão de criança com autismo em sala de aula regular: percepção de professores

Abstract

The inclusion of children with special educational needs in mainstream schools is a controversial topic. Among these students are those with autism or Autism Spectrum Disorder (ASD), a neurodevelopmental disorder characterized by difficulties in verbal communication, social interaction and presence of repetitive and stereotyped movements. Research indicates that although enrolled in regular schools, many students with autism do not develop academic skills such as reading and writing. Thus, the present study aims to describe the perception of elementary school teachers on literacy for students with autism. In addition, the study aims to characterize the perceptions of teachers on literacy and their knowledge about ASD. Data were collected from interviews conducted with five literacy teachers from Natal-RN. The results show that these teachers have little knowledge about autism and feel unprepared to teach reading writing to theses students.