Ensino de língua portuguesa com alunos autistas: desafios e possibilidades em uma escola pública de Balsas

Abstract

This qualitative, exploratory, bibliographic, and documental study examines the inclusion of students with autism spectrum disorder (ASD) in Portuguese language education at a municipal school in Balsas, Maranhão. Motivated by personal experience and participation in the MELP research group, the research investigates the challenges faced by teachers and the effectiveness of implemented pedagogical strategies. Data collections were conducted through questionnaires addressed to Portuguese teachers and the coordinator of the Specialized Educational Assistance (SEA) department, with analyses based on Bardin (1977). The findings highlight insufficient teacher training and a lack of institutional partnerships as barriers to inclusion. It concludes that effective inclusion demands continuous training investments and practical actions to consolidate educational policies.