Desafios docentes no processo de inclusão escolar de alunos com Transtorno do Espectro Autista (TEA)

Abstract

The objective of this study is to investigate the challenges faced by four teachers in the process of including students with ASD in school. The research question is as follows: What are the main challenges faced by four teachers in the process of including students with Autism Spectrum Disorder (ASD) in learning at the Luz do Amanhã Municipal School? The investigation took place in two stages: the application of questionnaires to four teachers working in the 2nd and 3rd grades of elementary school at a municipal school in Itabirito (MG) and the implementation of training meetings offered to teachers. For the systematization of data, four categories of analysis of the questionnaires were defined: challenges; teacher training; pedagogical strategies and resources; collaborative work among staff. The data analysis identified some obstacles faced by teachers, such as the lack of adequate materials and investment, lack of training, and some behaviors of autistic students. In addition, the participants highlighted their lack of preparation for the specific needs of autistic students and recognized the importance of teamwork as an essential element for the success of the educational process. The strategies listed included the use of concrete materials and the existence of pedagogical support to promote learning and inclusion. The training space contributed to deconstructing preconceived ideas that still predominate in teaching and everyday school life. The results of the research pointed to the importance of a space for listening and validating teaching practices, the role of continuing education as an instrument for transforming school practices, and strengthening school inclusion with autistic students.