Em busca de acessibilidade pedagógica como estratégia para a inclusão de alunos com TEA

Abstract

In this work, I reflect on the pedagogical accessibility strategies to promote the inclusion of Autism Spectrum Disorder (ASD) students in the public educational system of the city of Belo Horizonte/MG. To do so, I've discussed accessibility beyond the possibility in what the belief for access is to build amendments, adjusts, or curricular adaptations in the educational practices of these students. Leaning on the contributions of Universal Design for Learning, of the apprenticeship by the axle of interest and reflections about the school routine itself, I've woven some paths in order to guarantee, beyond access and participation, actual learning for students with ASD. I've concluded that Specialised Educational Attendance must operate as a bridge between the school community and the students with ASD, aiming for pedagogical accessibility, promoting autonomy to everyone involved