Caminhos para inclusão de estudantes com transtorno do espectro autista no ensino de Ciências e Biologia

Abstract

Inclusive education for autistic students has increasingly been recognized as a process of welcoming and respecting the uniqueness of each individual, who may have specific educational needs due to their neurodiversity. In the basic education classroom, Science and Biology teachers of autistic students face curricular, pedagogical, and adaptive challenges, leading to feelings of powerlessness and insecurity in their teaching processes. Therefore, this research aimed to understand the conceptions of inclusive teaching and the practices of Science and Biology teachers working with students with Autism Spectrum Disorder in classrooms in the municipality of São Félix- BA. To achieve this objective, it was crucial to refer to prominent theorists to support the categories explored in this research, such as Amaral (2014), Cunha (2016), Grandin and Panek (2018), Pontis (2022), Sassaki (1999), among others. The research was grounded in a qualitative approach, specifically a descriptive study, and the data were interpreted and discussed through Bardin's (1979) content analysis. The results indicate that Science and Biology teachers in São Félix understand the importance of inclusive education for society, even though there are negative experiences regarding access to information about inclusive education for autistic individuals beyond undergraduate studies. They emphasized that, despite all available courses, schools should have psychologists and other support professionals to avoid placing all the work solely on the teacher. It was concluded that without ongoing professional development, teachers may not be updated on the best practices and strategies to adapt the curriculum to the specific needs of autistic students. In this context, the Guide for Educators of Autistic Students can offer valuable guidance, information, and suggestions for educational work in schools.