Inclusão da criança autista na educação infantil: impactos, dificuldades e possibilidades das professoras das salas de recursos multifuncionais

Abstract

This work is mainly focused on the inclusion of autistic children in early childhood education. It is a qualitative research that aimed to identify limits and possibilities of the work of teachers, specifically in Multifunction Resource Room (SRM), to receive an autistic child. To achieve this goal, we track which the difficulties encountered by the teachers at the time of inclusion of autistic children in SRM and describe what are the resources used by teachers in this room to allow for the inclusion of autistic children. In addition, we identified the possible contribution of multidisciplinary work between the teacher regular room of autistic children, their families and other specialists (occupational therapist, psychologist and speech therapist) .In terms of methodology, a survey was conducted in the qualitative approach, bibliographical and beyond addition, a field research. Were subjected were four teachers (one from each institution) active in the SRM and the Municipal Children's Centres (CIM) has been applied a questionnaire with objective and essay questions and held as interrogation technique and dialogue, semi structured and direct interview with each teacher. These interviews have been prepared by the author for the development of analysis. We note that the limits and possibilities of the work of teachers in Multifunction Resource Room in kindergarten to receive an autistic child, are factors that do not prevent teachers to develop their work, because we saw that the teacher feels free to adopt their strategies and adapt them as needed for each child. We emphasize, however, that the ideal would be to have more professionals who contribute to the work with these children, that had greater effectiveness and that teachers do not feel, as demonstrated in the research, relatively helpless in this complex, challenging and humanist task