O papel do professor na perspectiva de uma educação inclusiva dos alunos com autismo: uma reflexão acerca da prática docente nas salas de aula de ensino fundamental dos anos finais

Abstract

ABSTRACT The present work aims to know and analyze how autistic students are included in regular Elementary School classrooms, Final Years. Thus, through bibliographical research and analysis of theoretical texts that are based on the objective of this work, for a better understanding, three points are considered: to know, from a theoretical point of view, how teachers of the Final Years of Teaching Fundamental are conducting their pedagogical practice with regard to teaching and learning of students with autism, understanding how they act in the classroom with a focus on learning autistic students, analyzing whether teachers use specific activities aimed at the limitations of students with ASD, realizing the greatest difficulties faced by teachers in dealing with autistic students in the classroom, finally, understanding the importance of a practice aimed at meeting the needs of this public. In this way, it is possible that this research can help scholars and professors so that they can be better informed and thus conduct with more propriety the inclusive process of this public, in the aforementioned context.