Processo de inclusão escolar: análise didático-pedagógica do docente frente a estudantes autistas dos anos iniciais do ensino fundamental

Abstract

Working with autistic students in regular schools is important to achieve what we call inclusive education. In view of this, this bibliographical research aims to analyze, through research in articles, how didactic-pedagogical work is carried out with a focus on the inclusion of students with Autism Spectrum Disorder (ASD) in regular classrooms in the early years of Elementary School. We list the following as specific objectives: analyze the concepts and theoretical assumptions about Autism Spectrum Disorder (ASD); reflect on the possibilities of including students with Autism Spectrum Disorder (ASD); and discuss the main challenges faced by teachers regarding the inclusion of autistic students in the regular classroom. Regarding methodology, this research has a qualitative approach and is basic in nature. The study was based on the ideas of the following theorists: Tuchman and Rapin (2009), Cabral (2022), Teodoro et al. (2016), Silva et al. (2012), Mantoan (2003), among others. The study showed us that despite so many challenges related to the inclusion of autistic students, with a school organization and organized pedagogical planning, the work can become less impossible. The peculiarities that exist in autism cannot be placed as an obstacle, but as a basis for (re)planning actions to make the inclusion of autistic students in the regular classroom more productive and with more learning.