O profissional de apoio para o aluno com autismo: um relato de experiência na Educação Infantil

Abstract

Due to inclusive policies, the presence of children with autism spectrum disorder (ASD) in regular schools has become increasingly expressive. As the scientific literature indicates, the increase in the number of these students in regular schools does not guarantee that inclusion is, in fact, taking place. It is therefore necessary to analyze the quality of education offered to this population. In this sense, the objective of this study was to analyze the support offered to a student with ASD in the context of Early Childhood Education (ECE). This is a case study of qualitative nature, carried out during an internship experience in a public ECE school in the city of Natal/RN. The participants of the study were Marcos (pseudonym), a 5-year-old student diagnosed with ASD, his teacher aide (TA), the student's father, and an intern (author of the work). Data were produced from participant observations and semi-structured interviews. The results reveal that the inclusion of the child with ASD is carried out through support networks, which points out the TA as one of the central figures. The data also indicate the importance of the child's interaction with their peers and the relevance of the partnership between the school and the family.