Alfabetização de crianças com transtorno do espectro autista em sala de aula regular

Abstract

The aim of this study was to understand the literacy process of children with Autism Spectrum Disorder (ASD) in a regular classroom, given the difficulties that exist in promoting effective and inclusive learning, based on the following specific objectives: Identify aspects that make up Autism Spectrum Disorder and which areas are affected; Identify the pedagogical strategies and interventions used by teachers to literate children with Autism Spectrum Disorder (ASD); Identify the achievements and impasses experienced by teachers to include and literate autistic children. Methodologically, this is a descriptive field study with a qualitative research approach, which used a data collection instrument, a questionnaire with open-ended questions, applied to four elementary school teachers. The data was analyzed based on the theoretical-methodological framework constructed for this purpose, especially the works of Camargo & Bosa, 2009; Ferreiro, 2011; Soares, 2020; Sampaio, Andrade & Rodrigues, 2022. The results of the data collected indicate that the teachers consider the abilities, interests and personal characteristics of their students to guide their planning and implement literacy practices. However, they also point out the challenges faced with the number of students enrolled in each class, the lack of adequate resources and support professionals to support and meet the needs of the students, factors which hinder the promotion of an environment conducive to the literacy and inclusion process. It is clear, then, that there is still a long way to go, which should include both solid teacher training and ensuring material working conditions within brazilian schools.