Inclusão escolar da pessoa com Transtorno do Espectro do Autismo: aspectos conceituais e práticas pedagógicas

Abstract

School inclusion is constituted as an educational paradigm organized around the struggles undertaken to guarantee the rights of historically marginalized people, including those with Autism Spectrum Disorders - TEA. This paper presents information on a research that aims to analyze how the inclusion of the person with Autism Spectrum Disorder - TEA in the regular school, considering also the offer of special education. It also has as specific objectives: to understand conceptual and historical aspects related to Inclusive Education and how this paradigm was configured and resizing Special Education in Brazil; identify the characterization of children with Autism Spectrum Disorder - ASD; identify and analyze how pedagogical practice develops and how a regular school is organized, by including children with ASD. It was supported mainly by Mazzota (2003), Lima (2006), Chestnut (2011), Batista (2006), Carvalho (2008), Bosa (2002), Cunha (2014), Khoury (2014), Melo (2007) It is inserted in the qualitative approach of research, being carried out through bibliographic research and field research. In the latter, the following instruments were used: document analysis, observation, the use of a questionnaire and an interview, being held in a nursery school located in the city of Currais Novos / RN, involving four professionals who work by including children with ASD, one who acts as a pedagogical coordinator, one who works in the Multifunctional Resource Room and two who work in regular early childhood classes. Through research we better understand the path of special education, whose form of supply has been modified by inclusive educational policies. . Today, special education complements or supplements regular schooling and can no longer be substitutive. It was also possible to characterize the person with ASD, who, in its development, presents impairments in the social, affective and cognitive areas, but despite the limitations, they are people with great possibilities for learning and development. Finally, in the investigated context, despite the acceptance of children with ASD, we found that inclusion is not a reality, being necessary investments in training and organization of pedagogical practices in order to favor the inclusion of these students.