O olhar do professor: desafios e possibilidades na inclusão do aluno com autismo

Abstract

Teaching mathematics to children with Autism Spectrum Disorder (ASD) presents significant challenges that require inclusive and personalized pedagogical strategies. This study aimed to analyze teachers' perceptions of the challenges and possibilities of including students with autism in elementary school II at a state school in Uruçuí-PI. The research adopted a methodology with a qualitative and exploratory approach, with data collection carried out through questionnaires with 6 educators. The results revealed that the main challenges faced by teachers in the inclusion of students with ASD involve the lack of specific training, scarcity of teaching resources and limited institutional support. Although some use effective strategies such as games and concrete materials, these practices are not yet systematic. The emotional bond and the playful approach proved to be essential for student engagement. It is concluded that inclusion requires continuous investment in training, structure and effective educational policies