Inclusão de alunos com transtorno do espectro autista: um estudo de caso com professores em uma Escola Pública do município de Pinheiro- MA

Abstract

The topic addressed is the inclusion of students with Autism Spectrum Disorder (ASD) in a public school located in the municipality of Pinheiro, Maranhão. The case study focused on five teachers from this school and posed the research question: " What pedagogical support can the teacher have to effectively include students with ASD in classes at a public school in the city of Pinheiro-MA?" The general objective to identify the challenges faced by teachers in the inclusion of students with Autism Spectrum Disorder (ASD) in a public school. ASD is a neurological disorder that affects communication and social interaction, making it essential for schools to be prepared to meet the specific needs of these students. Initially, a bibliographic research was conducted, guided by renowned theorists, and complemented by a case study. This aimed to identify the difficulties faced by teachers in the inclusion process, the strategies they used to deal with these students, and how the school has suportem teaching work in this context. To this end, interviews were conducted, and a questionnaire with eight questions was applied to five teachers teaching from the 1st to the 5th year of Elementary Education. The results revealed that teachers feel challenged by the inclusion of students with ASD, mainly due to the lack of specific training in the area, the absence of specific materials to work with these students, and the overcrowding of classrooms. The research concludes that the inclusion of students with ASD requires continuous teacher training, as well as school support and the provision of adequate resources. It is necessary to invest in training and experience sharing, in addition to promoting an inclusive school environment where diversity is valued and respected. This will provide better teaching and learning quality for all students.