Ensino Colaborativo e a Inclusão de alunos com Transtorno do Espectro Autista no Ensino Regular

Abstract

This study focuses on collaborative teaching and the inclusion of students with autism spectrum disorder in mainstream education. Inclusive education is supported by the 1988 Federal Constitution, which establishes that learning as a universal right is guaranteed to all people, regardless of their physical, intellectual, or sensory conditions. In this sense, this research has the general objective of understanding how collaborative teaching has helped teachers in mainstream classrooms and special education professionals in developing pedagogical practices aimed at students with autism spectrum disorder in mainstream education. The specific objectives are: to identify the challenges faced by teachers in mainstream classrooms and special education professionals in planning pedagogical actions for students with autism spectrum disorder in mainstream education; to verify the successful practices existing in the pedagogical activities developed by teachers in mainstream classrooms and special education professionals; and to understand the inclusive pedagogical practices developed collaboratively between teachers in mainstream classrooms and special education professionals for students with autism spectrum disorder. To develop an educational product in the form of a GUIDE TO EDUCATIONAL RESOURCES FOR TEACHERS AND SPECIAL EDUCATION PROFESSIONALS: A Collaborative Proposal for the inclusion of students with Autism Spectrum Disorder (ASD). This work presents the research problem as follows: "How does collaborative teaching, based on the experiences and perceptions of teachers, special education professionals, and other school professionals, contribute to the inclusion process of students with Autism Spectrum Disorder (ASD) in the regular classroom of the 3rd, 4th, and 5th grades of Elementary School – Early Years?" The methodology adopted in this research is bibliographic and field-based, using a qualitative approach, grounded in the discussions of authors such as: Silva; Aguiar and Assumpção JR (2024), Personson and Baer (2018), Capellini and Zerbato (2019), Mendes (2008), and Santos (2020), among others. Subsequently, the selected texts were analyzed. After selecting the material, an exploratory and analytical reading of the texts on the subject under study was carried out. The result obtained after applying the research and analyzing the data was that the field school develops a pedagogical practice based on collaborative teaching. Through the development of planning and other actions in collaboration between regular classroom teachers and special education professionals. Therefore, this research benefits academia by offering theoretical and methodological support for the initial and continuing training of teachers, assisting in the construction of more effective and collaborative pedagogical practices in regular education, ensuring that these inclusive practices strengthen the bond between the school and the community, generating greater confidence in the educational process and in the integral development of students with ASD.