A mediação do professor da educação infantil com uma criança com transtorno do espectro autista

Abstract

Autism spectrum disorder leads the subject to have a differentiated functioning in their social interactions and in their communication. Therefore, in order for the child to have a greater social interaction, it is necessary to have specific pedagogical mediations that are articulated with the individuality of each child. Thus, the present work focuses on the observations made in a class of children's education of a regular school, to accompany the teacher's mediation with a child with autism spectrum disorder. The objective of this study is to analyze the mediation of the preschool teacher and to identify the pedagogical procedures used in the classroom that facilitate the inclusion of children with autism spectrum disorder. For the development of the research, eight days of observations were carried out in a children's room IV, from a private school network. Participants of the observations were the teacher, the classroom assistant, and the student with a five-year- old autistic spectrum disorder. The observations were made and written in a logbook. Data analyzes and discussions were performed by observation day. The results showed the importance of mediating the preschool teacher in the development of a child with autism spectrum disorder.