A prática docente no processo de inclusão da criança com Transtorno do Espectro Autista (TEA) na educação infantil

Abstract

This Course Conclusion Paper, deals with the relationship between the inclusion of individuals with Special Educational Needs. The theme addressed, Teaching practice in the process of including children with Autistic Spectrum Disorder (ASD) in early childhood education ”, projects to analyze how teaching practice and the permanence of these individuals in regular schools, distinguishing inclusion from integration; verifying how an autistic person interacts with the school environment and finally detecting how teachers are qualified to develop the process of including autistic children in early childhood education. . The present research, of bibliographic nature and of qualitative, descriptive and documentary nature, was based on the theoretical contribution of Gil's conceptions (1999; 2002), that best define the purpose of this research. In order to confirm it, it was demarcated, as study proposals the insertion, inclusion, teacher qualification and its pedagogical practices, as a suggestion which dialogue with Leo Kanner and Eric Schopler, precursors of autism and the usual intervention methods that provide support and ensure effective teaching practice. To theoretically constitute this analysis, make up the body of theoretical references, which contributed from the initial understanding to the final considerations, several theoretical assumptions, in addition to normative documents that support the inclusion policy and the inclusion policy contextualized during the elaboration of this work. Autistic people satisfactorily attend structured schematisations, thus, it is evident during the development of this research, the need to reevaluate inclusive teaching practices existing in school daily life, with a view to better instructing teachers to develop effective practices regarding the learning process. and socialization of autistic children.