Educação inclusiva e o atendimento educacional especializado (AEE): percepção dos professores de ciências sobre o AEE para crianças com autismo em uma escola pública de Nova Olinda do Maranhão- MA

Abstract

This study addresses the inclusion of children with autism in the educational system, aiming to promote equity and an inclusive society. It seeks to provide answers to the challenges of school inclusion for these children, expanding theoretical formulations on the topic and evaluating the perception of science teachers in relation to autism and Inclusive Education, with a focus on Specialized Educational Assistance (AEE). It is important to highlight the importance of teachers being up to date and familiar with AEE services, allowing them to be successful in their goals with students on the autism spectrum, as based on research by Belther (2017), Brasil (2022), Correa (2024), Borges (2015) and Mantoan (2005). The study aimed to analyze the perception of science teachers in a public school in Nova Olinda do Maranhão-MA in relation to Inclusive Education and Specialized Educational Assistance (AEE) for children with autism. Furthermore, investigate the level of knowledge of these teachers about autism and its characteristics, as well as evaluate the effectiveness of Inclusive Education and AEE practices implemented at school for these children. The research was carried out in Nova Olinda do Maranhão - MA, with teachers from regular science classrooms. A basic, exploratory and qualitative methodology was adopted to expand understanding of the topic. Initially, a thorough bibliographical survey took place using Google Scholar as the main database. Next, a 10-question questionnaire was administered to research participants, the results were categorized and analyzed based on the theoretical framework. Data analysis revealed that science teachers recognize the importance of Inclusive Education and AEE for children with autism, but face challenges in implementation. Collaboration between teachers in the regular classroom and the AEE classroom is the main challenge, more specific training is essential to improve these inclusive and welcoming education practices in Nova Olinda do Maranhão-MA