A visão docente sobre a inclusão de um aluno com transtorno do espectro autista no contexto escolar: desafios e possibilidades

Abstract

This study aims to analyze the view of teachers in the regular classroom and the ESA about the inclusion of a student with Autistic Spectrum Disorder in the regular school system. History illuminates the experiences of exclusion and the arduous path of struggle followed by people with disabilities not only in education, but also in the social environment, especially after the consecration of the inclusion paradigm with the advent of the Salamanca Declaration (UNESCO, 1994). Autistic Spectrum Disorder (ASD) is characterized as a global developmental disorder and students with ASD are part of the target audience of special education, and their right to quality education is guaranteed. Given this scenario, knowing the vision, performance and pedagogical practices used by teachers who deal daily with students with ASD is necessary since these professionals play a fundamental role in the current scenario of inclusion in which we live. This work is configured as a qualitative research, conducted through a semi- structured interview script, with direct observation of the activities performed with a student with ASD in the school context. The research field is a school in the municipal network of João Pessoa and the subjects are two teachers, one from the regular classroom and the other from the AEE classroom, with which it was possible to collect data, in addition to the student with ASD. was observed directly in the classroom. The results of the research indicate that there is an attempt by the school and teachers to establish inclusive pedagogical practices, although they are not enough for the student with ASD to have access to quality education, as such practices need to be improved to become a possibility. of inclusion. The challenges are many and not just in the school context, they go beyond the school walls.