A inclusão da criança com transtorno do espectro autista na educação infantil

Abstract

Children with Autistic Spectrum Disorder (ASD) present changes in communication, social interaction and behavior. In this sense, there are several challenges for its inclusion in different spaces. The present study has the theme of autism spectrum disorder, and sought to analyze the factors that influence the process of school inclusion. Thus, to achieve these objectives, field research was used. The data were collected through semi structured interviews and observations in a regular classroom, for which a regular classroom teacher, manager, pedagogical coordinator and support assistant participated in the study. The collected data were submitted to a qualitative analysis. Thus, the results show that the interpretation of the professionals has brought the possibility of widening the perspective on the reality experienced by the student with ASD in the school space and that the process of inclusion is happening slowly and with many gaps still to be overcome. The need for continuing teacher education is also of great importance for the acceptance of inclusion as a social process, and the pedagogical strategies used by them are the main instrument of social interaction of students with ASD in the school environment.