Métodos de ensino para deficientes de TEA: um estudo bibliométrico

Abstract

It is determined that students with ASD (Autism Spectrum Disorder), as well as those with disabilities and high abilities/giftedness, must be included in the regular education network, receiving Specialized Educational Assistance (AEE) in the after-school hours. Given the con-text, despite the prevalence of Autism having a significant increase in the population affected by the disorder, data from the Ministry of Education indicate that 1.5% represents enrollments of ASD children (Autism Spectrum Disorder). And this concerns a public health problem, due to the lack of implementation of strategies for early diagnosis. Given this large number, the need for constant surveillance has been observed through consistent methods that can monitor this phenomenon. Currently, the literature presents a variety of methods to encourage the per-manence and inclusion of people with disabilities, especially children in a school environment. This work presents a bibliographical research on Teaching Methods for Disabled People with ASD: A Bibliometric Study. Data collection was carried out in the Scielo database based on articles published in 2021 using descriptors that reflect the theme, which resulted in 08 (eight) final articles evaluated. The results show evidence that the main factors that hinder the inclu-sion of students with disabilities in school still refer to teaching methods and the lack of trai-ning of professionals. Keywords: inclusive education; autism Spectrum disorder; ducation.