Transtorno do Espectro Autista: os desafios do cotidiano docente na adaptação pedagógica

Abstract

The presence of children with ASD (Autism Spectrum Disorder) in the school context has posed many challenges for effective inclusion in regular classrooms, which raises the question of whether teachers are adequately prepared to meet these demands. In this scenario, initial teacher education should ensure both theoretical and practical knowledge about inclusive education, preparing future teachers to deal with the diversity present in the classroom. However, it is observed that this training is often insufficient; therefore, continuing education becomes indispensable, as it enables professional updating. In this context, the present research aimed to investigate the challenges faced by basic education teachers in designing adapted activities for students with ASD. This was a quantitative-qualitative, exploratory, and descriptive study, involving eight female teachers working at a municipal school in the city of Goiana-PE, with varying lengths of teaching experience. Data were collected through a semi-structured questionnaire and analyzed using descriptive statistics and thematic categorical analysis. The results revealed that the teachers highlighted the lack of time, available resources, the need for continuing education, school-family integration, and school infrastructure as the main obstacles hindering the process of adapting pedagogical activities for students with ASD. Thus, among other aspects, the study points to the need for investment in both initial and continuing teacher education, which is essential for teachers to feel more confident and prepared to promote effective and quality inclusion.