TEA: e o processo de inclusão escolar de crianças com autismo na rede regular de ensino em Itapecuru Mirim-MA

Abstract

Autism and the topic of Inclusive Education have been the subject of debates, studies, and research. There is a lack of information about what should or should not be done when there are students with Autism Spectrum Disorder (ASD) and special needs in the classroom. This study aimed to identify how the inclusion of students with ASD occurs: and the school inclusion process of children with autism in the regular education system in Itapecuru Mirim-MA. The research and data collected took place in educational institutions within the network that work with atypical students, focusing on the performance of teachers in regular classrooms and the strategies used by teachers to enable autistic children to have the right to a quality Inclusive Education, as well as identifying the main difficulties encountered by teachers in their pedagogical practice with these students. The theoretical framework drew upon the studies of Bueno (1993), Fonseca (2003), LDB (1996), Mendes (2010), Mello (2004), Mazzotta (1996), Mantoan (2003), Oliveira (2015), Salamanca (1994), and Silva (2012). The methodology employed involved administering a questionnaire to teachers, and the teachers' accounts allowed us to understand how special education with an inclusive perspective occurs in the schools where they work with students with ASD. The qualitative and descriptive data provided the basis for the exploratory part of the research. The results highlighted the importance of pedagogical practices that go beyond simply adaptive activities in the regular classroom, encompassing the entire comprehensive pedagogical process for autistic children.