Percepção docente acerca da inclusão escolar de alunos com transtorno do espectro autista

Abstract

This article has the general objective of analyzing the teacher perception about the inclusion of students with Autism Spectrum Disorder (ASD) in regular education. This is a field research that involved the participation of seven teachers who work with students with atypical development, mostly autistic, in schools in the city of João Pessoa. The research instrument used was a questionnaire elaborated with eight questions that discuss the work of the teacher in the strategies of inclusion and curricular adaptation for autistics. The research was carried out individually and had, on average, 30 minutes duration, this study is an exploratory descriptive research, with a qualitative approach that seeks to know the understanding and performance of the teacher on the subject in question: School inclusion of students with Autistic Spectrum. The data were analyzed through the content analysis of Bardin, in which three categories of analysis were listed: Teacher perception, school inclusion to these students and curricular adaptation. Finally, it is concluded that curricular adaptations are indispensable for the autistic to acquire new skills, learn new things in their own way and be effectively included in a regular school context in a manner suited to their demand.