Sequência didática usada pelos professores para alunos com transtorno espectro autista no Ensino Fundamental nas Escolas Públicas Municipais de Uruçuí

Abstract

In view of the elements that a didactic sequence used by mathematics teachers who have students with Autistic Spectrum Disorder presents adaptations according to the needs and individual abilities of each student with autism. This article aims to understand didactic sequence for students with Autism Spectrum Disorder in elementary education in public schools in Uruçuí-PI. Medologically, it is a qualitative research that made it necessary to investigate the didactics of teachers who teach Mathematics classes for these students with ASD. The relevance of this didactics implies a teaching pedagogical practice consistent with this public that presents characteristics of special educational needs. It results in the need to rethink the use of an adequate didactic sequence for students with autism, for better learning and development of these students, the teachers, subjects of this research, recognize the need for training for the effective work of students with ASD. It was concluded, therefore, that the use of the didactic sequence contributes to the professional development of teachers and students and may favor the daily pedagogical practice of teachers and students