Inclusão de crianças com transtorno do espectro autista na rede regular de ensino no município de Amargosa – BA: análise sobre as práticas pedagógicas

Abstract

This research proposes to accomplish a theoretical reflection with emphasis on the pedagogical practices aimed at the inclusion of the student with Autism Spectrum Disorder (ASD) in the regular classroom. Thus, we reflect based on a qualitative research, characterized as a case study, carried out in two municipal schools located in Amargosa - BA. For that, it was designed, as a general objective, to identify the pedagogical practices used by the teacher in relation to the process of inclusion of the autistic student in the context of the regular teaching classroom. Based on the specific objectives the present research intends to: identify the legal support that the autistic child has, reflect on the Global Disorder development that is included the ASD and to investigate the teaching practice directed to the inclusion of children diagnosed with ASD. In this way, our reflections emphasize that the inclusion of the student with ASD in the school context requires planning of practices aimed at this audience. Therefore, it is necessary to invest in the continuous formation of the teachers, so that they can know more deeply about the Autism Spectrum Disorder and intervene satisfactorily next to the practices of learning. However, there is a latent need for the incorporation of emancipatory actions that enable the relations between the teachers of the regular classroom and the Specialized Educational Assistance (SEA).