Estratégias De Flexibilização Curricular No Ensino De Ciências Naturais Para Estudantes Com Transtorno Do Espectro Autista (TEA): Um Estudo Na Rede Municipal De Valença Do Piauí

Abstract

In inclusive education, this study analyzed the use of minor curricular adaptations in Natural Sciences classes for students with Autism Spectrum Disorder (ASD) in a municipal school in Valença do Piauí, Brazil. The study aimed to analyze the adaptations used in Science classes, considering the connection between the regular classroom and Specialized Educational Assistance (SEA). This is a descriptive study with a qualitative approach, carried out through the observation of four Natural Sciences classes and questionnaires applied to the Science teacher and the SEA teacher. The data were organized based on aspects related to teaching methods, resources used, adaptations of activities, student participation, assessment practices, and challenges encountered. The results showed the use of adapted printed activities, more accessible language, individualized guidance, and assessments with more objective instructions and fewer questions. The flexibilization of activities and the monitoring of students during classes were also observed. Among the challenges identified were the need to make adaptations on a constant basis, the difficulty of working with more abstract scientific content, and the limited availability of accessible educational resources. The teachers highlighted the importance of continuing education and communication between the regular classroom and SEA. It is concluded that minor curricular adaptations can contribute to increasing participation and supporting the learning of students with ASD, although their implementation still depends on planning, appropriate resources, and coordinated work among school professionals. The findings indicate that inclusion requires attention to individual needs and adjustments that allow students to participate in classroom activities alongside their peers