Acesso e permanência de estudantes com Transtorno do Espectro Autista: práticas educativas no IEMA Pleno São Luís Centro

Abstract

This study focuses on the theme of school inclusion, understanding the need to reflect on educational policies, available resources, pedagogical practices and other conditions that may be related to staying in school. For this, it traces as a central problem, the question: "How has the process of inclusion of students with Autistic Spectrum Disorder at the Institute of Education, Science and Technology of Maranhão - IEMA Full São Luís Center (2020-2021)?", based on this question, the objectives, actions that allow viewing this scenario were elaborated, the general objective being: “to analyze the process of inclusion of students with Autistic Spectrum Disorder at the Institute of Education, Science and Technology of Maranhão – IEMAS Full of São Luís-MA”. To meet this objective, four specific objectives were raised: a) to characterize inclusive education processes in the context of the history of Brazilian education; b) identify the concept of autism spectrum disorder according to DSM 5; c) discuss the access and permanence of students with autism spectrum disorder in IEMAS; d) develop an application as an auxiliary tool in teaching people with autism. It uses bibliographic and documentary analysis, accessing legislation (BRASIL, 1988, 1996, 2001a, 2001b, 2009a, 2009b, 2012, 2015, 2020, 2023) and authors who address the topic Sassaki (2002), Aranha (2005), Chahini (2006), Rodrigues and Maranhe (2008), Mazzotta (2014), Costa (2013), Mantoan (2015), Assumpção Junior; Kuczynski (2015), Liberalesso; Lacerda (2020), Bottentuit Junior and Mondaini (2011), among others. It is an exploratory research with a qualitative approach. Its data collection instruments are: semi-structured interview and observation. It hopes to contribute to studies in the area of teacher training and educational practices, with the expansion of information about the Maranhão school environment and with the offer of technological alternatives for teaching.