A percepção de professores a respeito da atuação fonoaudiológica na inclusão da criança com transtorno do espectro autista na educação infantil

Abstract

Objective: to identify the strategies used by teachers in the process of inclusion of students with autism spectrum disorder and to verify the effects of inclusive educational practices on children with ASD in partnership with an educational speech therapist. Methodology: The subjects participating in the research were eight kindergarten teachers who work at CREI and have students diagnosed with ASD. The interview is classified as semi-digitized and elaborated by the researchers. The responses were transcribed and then a qualitative assessment was carried out. Results: For the process of inclusion of students with ASD, the planning of classes was discussed among the teachers, with practical and easy-to-apply approaches. The teachers recognized the positive contribution to the work and stated that the role of the speech therapist is of great importance for the development of learning in early childhood education. Conclusions: The interviewed teachers feel difficulties in the process of inclusion of children diagnosed with ASD, but they try to develop inclusion actions in the school environment in common agreement with their lesson plans. The work partnership with the educational speech therapist has only taken place in specific rooms, as they know that it is of great importance for the development of learning in children with ASD.