Inclusão escolar de alunos com transtorno do espectro autista

Abstract

The present study analyzed the perception of Science and Mathematics teachers regarding the inclusive education of students with Autism Spectrum Disorder (ASD) in regular classrooms, during the final years of Elementary Education, in the municipality of Alegrete/RS. A qualitative, descriptive-exploratory research was conducted through a questionnaire, which contained 12 open-ended and closed-ended questions. Through this questionnaire, it was possible to verify the teachers' training, their knowledge about inclusive education laws, and the professionals involved in this process. Additionally, the study investigated the obstacles faced by teachers in the development and implementation of adapted lesson plans for students with ASD. Schools that had students enrolled with a diagnosis of ASD participated in the research. Six teachers responded to the questionnaire. From this study, it was verified that the vast majority of teachers do not adequately understand inclusive education laws, have received little or no continuous training in the field of inclusion, and not all have the assistance of a support professional for their students with ASD. One of the main obstacles pointed out by teachers in the creation of adapted materials is the lack of time for development, due to the high workload. Although all educators strive to make the necessary adaptations/flexibilities for students with this disorder, many reported that the professionals in Specialized Educational Assistance (SEA) do not provide them with proper guidance, which shows that there are still many obstacles to be overcome for effective school inclusion of students with Autism Spectrum Disorder (ASD).