Formação docente e inclusão de alunos com transtorno do espectro autista: algumas reflexões

Abstract

This study of Work Completion of course aimed to identify the achievements and the impasses of teachers for the inclusion of students with autism spectrum disorder (ASD) within the regular education classroom, analyzing his notions about the school process and curricular adaptations. Therefore, we adopted the literature and field research. The latter occurred at School X, with the subject: students with Autistic Spectrum Disorder, teachers of their classes and caregivers responsible for students with ASD. During the field research were used the record with observation instrument in the field diary and the questionnaire addressed to the teachers of students with ASD, whose focus was to know their knowledge about the TEA and methodologies that can favor the inclusion of these students in the environment school. The survey results showed us that there is a visible weakening regarding the education and training of teachers and that this is reflected in the inclusion of students with ASD, making a significant impasse for inclusion of these students in regular schools. Besides, another aspect to be considered concerns the presence of skilled attendants, whose training must be compatible with the responsibility they assume. These results lead us to think about the real meaning of the inclusion and the urgent need for public policies to take responsibility for teacher training, as the main instrument in favor of students who need different look and regulation of the profession of specialized companion, who in the case of School X refers to figure caregiver. Without this, we consider that you can not talk about inclusion, but only insertion and enrollment of students with disabilities or disorders in school without that meets your needs and ensure their rights, as stipulated in the Brazilian legislation.