Educação inclusiva: o trabalho docente no atendimento ao estudante com transtorno do espectro autista no ensino comum

Abstract

This course conclusion work sought to study the phenomenon of inclusive education in the context of teaching, which addresses the service in the common education offered to students with Autism Spectrum Disorder (ASD). Signed is thus in a theoretical basis for understanding and background in reliable sources as Alarcão (2007), Bereohff (1994), Beyer (2013), Carvalho (2002), Wedge (2016), Favero (2013), Ferreira (2005), Mantoan (2006), Martins (2008), Pires (2008), Riviére (2004), among others who have contributed to a better understanding of the phenomenon studied. It qualitative approach used and the case study method. It is classified as a descriptive and explanatory research, since it uses standardized data collection techniques such as questionnaire and observation of open questions without interference room,the phenomenon of inclusive education in two public schools from the experience of the contribution of teachers with students with ASD. The overall objective focused onanalyze how is the care of students with ASD in the early years of elementary school, confronting the perception of teachers in two public schools in São Luís / MA on learning and socialization. For specific objectives, was elected: define concept and characteristics of ASD; identify the teaching and aspects related to the counsel leading to the inclusion of students with ASD; relate to inclusion with the teaching from the perspective of teachers in two public schools in São Luís / MA. As one of the results presented by teachers, is the lack of assistance in the classroom, and show difficulties in exercising their teaching with students with ASD, due to the school routine. So this research sought to understand how You configure the inclusion and learning of children with ASD in the early years of elementary school in the view of teachers and what the working conditions of teachers to promote inclusion and the learning of students with autism spectrum disorder.