Um estudo sobre a inclusão escolar, de avanços com transtorno de espectro autista

Abstract

The inclusion of the child with autism in a regular school has been much discussed in the educational scope due to the complexity of the characteristics and difficulties presented by them when inserted in this environment. When we deal with the process of school inclusion of children with autism, we directly fall back on the role of the teacher, since he is the main responsible and mediator of student learning. Thus, this monograph presents as problematic: "What are the practices used by teachers and family with children with Autism Spectrum Disorder in the school context?". Based on this problem, the present study aimed to identify the practices used by teachers and families of children with autism spectrum disorder in the school context, based on a literature review, contributing to the formation of teachers in a critical reflexive bias. In a general way, the results indicated the need for the teacher to be prepared for school inclusion, which means, in this case, to introduce differentiated teaching methods and aimed at the care of students with autism. They also indicated the importance of establishing a good relationship between teacher and student with autism in order to guarantee their permanence and learning. Therefore, the teacher relationship and its role vis-à-vis students with disabilities, especially autism, becomes paramount for successful school inclusion. When analyzing the literature in the area of inclusion of the autistic child in the family, school and society, it was noticed that there is no consensus as to the cause that determines autism, as well as common characteristics present for all individuals, although there are some similarities identified, such as: difficulties to interact socially, repetitive patterns of behavior and speech.