A inclusão escolar de alunos dentro do espectro autista: possibilidades e limites da ação docente

Abstract

The public policies for inclusive education of students with disabilities and global developmental disorder in brazil represent the orientation of inclusive actions in favor of these students. However, we will not analyze the aforementioned public policies here, but the implications of these policies on the 'floor' of the school. This research proposal came through the perception of the lack of knowledge that many educators still have about autism spectrum disorder, which has consequences for the school life of these children with asd. Therefore, in order to implement this bibliographic research, we prioritize as a general objective: to contribute to the reflection of teachers and other educators about the constructs on TEA - Autism Spectrum Disorder, aiming to obtain strategies for an effective teaching action that allows autistic children the right to inclusive quality education. As specific objectives, we aim to: analyze the implications of the teaching action for the inclusion and development of the student within the Autistic Spectrum; identify the theoretical constructs on TEA; reflect the role of the family of autistic students in the process of school inclusion. We analyze within the perspective of each of the specific objectives the main obstacles and the possibilities for the effective implementation of educational actions for such groups of children. The public policies for inclusion were briefly analyzed here in dialogue with the specificities of each chapter and in agreement with the area theorists. As results, we point out the influence of the role of teachers and the family to face the challenges of the development of students with asd, as well as, multidisciplinary actions to guarantee the full implementation of these actions, together with the mobilization of the whole school and, as obstacles, we observe as common points to inadequate teacher training, bullying, discrimination in the classroom, inefficiency of inappropriate pedagogical actions, without concrete actions within the institution for this reality to be overco.