O aluno autista no ambiente escolar: o preparo da escola e o papel do professor

Abstract

Teaching goes far beyond addressing the content provided in the school curriculum; therefore, teachers and educational institutions need to understand the importance of giving the necessary assistance, in the most appropriate way, to students who constantly come to the school environment with specific needs. The number of individuals diagnosed with Autism Spectrum Disorder has increased considerably and it is therefore imperative that schools and education professionals are prepared to welcome, include and encourage the development of these students in the most efficient way. The ASD presents itself in different ways, and can manifest itself in a spectrum that varies from light to severe. For this reason, the particularities of people affected by the syndrome vary greatly, which reinforces the need for teachers to know all the nuances that encompass autism so that, with such relevant information, they can prepare to assist these students, understanding their individual characteristics and knowing how to position themselves and provide an environment that is appropriate to the learning of all within the classroom, pondering constantly about their own practices and the abilities and motivations of each of their students. Considering this, this work intends to explore the most recent studies about Autism Spectrum Disorder, especially taking into account the aspects of the syndrome that may affect the learning process, also considering the importance of the role of the teacher and the preparation of the educational institutions as influential factors that can contribute to the development of these students, helping them with the acquisition of contents, with the interaction in social environments and also with the expansion of their relation and vision regarding the world that surrounds them. Theories and researches made by the authors Surian, Orrú, Cunha, Castanhel, Relvas, among others, were considered during this research. In addition, a questionnaire was applied with a representative group of teachers, which included professionals from public, private and ESL schools. The aim of this questionnaire was to verify, through issues related to the specifics of the disorder, the level of knowledge of these professionals and, possibly, identify relevant topics and information that are not yet so widespread in this environment, and that could be crucial for the performance of these professionals when they encounter students who are on the autistic spectrum within the classroom. Given the inevitability of improving school environments for the reception of students with ASD, it is necessary to educate the educational institutions about their important role in this process, it is fundamental to provide information to education professionals regarding crucial information so that they can work with those individuals who require more focused attention and dedication.