Socialização e adequação curricular para o estudante com Transtorno do Espectro Autista: estudo de caso em uma escola de Taperoá

Abstract

This Course Conclusion Paper aims to analyze the socialization strategies, curricular adequacy for the student with Autism Spectrum Disorder and how parents, teachers and managers promote these strategies in the family and school environment. Authors such as: Silva; Gaiato; Reveles (2012), Cunha (2009, 2019), Mantoan (1997, 2004, 2005), for a better theoretical foundation and work basis. The research is qualitative, carried out through participant observation, made possible by working with the student with this disorder in the classroom in the role of school caregiver and semi-structured interviews, 3 scripts: one for parents, another for teachers and one for managers. Nine people participated in this study. It was possible to understand that inclusive education still has a lot of obstacles in its constructive process at school and that socialization strategies and curricular adaptations have great relevance in the teaching and learning process, in addition to contributing to the effectiveness of development, autonomy and quality of education. student life, are essential factors for the schooling of the student with Autism Spectrum Disorder, since it facilitates the school inclusion process. The results collected through the interviews detected the difficulties in promoting the socialization strategies and also the adaptations of the curriculum so that the student is really included and not only integrated, that the lack of didactic, technological resources and the training of teachers hinders the development social and cognitive development. This research will serve as a guiding basis for the school and others in the municipality to work and better develop socialization strategies and adapt their curricula in order to improve the quality of teaching and learning for students with Autism Spectrum Disorder.