Análise das demandas docentes e estratégias no atendimento de discentes com Transtorno do Espectro Autista (TEA) a partir do currículo integrado na EPT no IFPI, Campus Teresina Central

Abstract

The need to include people with disabilities, within the context of special education, has been demanded in several contemporary perspectives of public life. Both elements originating from legal bases and changes in daily attitudes based on accessibility and welcoming these individuals have been strengthening. In this sense, educational spaces have sought to address different types of disabilities, including Autism Spectrum Disorder (ASD). Therefore, within the scope of each Federal Institute, a Center for Assistance to People with Specific Needs (NAPNE) is established, responsible for promoting accessibility and inclusion of students with disabilities. The general objective of this work was to analyze teaching demands and curricular accessibility strategies for the inclusion and retention of students with Autism Spectrum Disorder at the IFPI on the Teresina Central Campus. In this work, a methodology with a qualitative approach was adopted and, in terms of objectives, it is classified as descriptive with a focus on the case study, whose data collection was based on semi-structured interviews with the audience being the teaching community of the Technological Control Hub. and Industrial Processes contained in the integrated technical courses in electrotechnics, integrated technician in electronics and integrated technician in mechanics at the Federal Institute of Education, Science and Technology of Piauí (IFPI), at the Teresina Central Campus. From this perspective, content analysis was used as a technique for analyzing and discussing the collected data. It was found that there are common difficulties among the 31 teachers investigated regarding forms of reception and appropriate curricular accessibility strategies for students with autism spectrum disorder. These difficulties include allegations of lack of knowledge of NAPNE's actions and the absence of differentiated teaching for students with ASD. The Educational Product generated was a “Welcome Manual for the Inclusion and Permanence of Students with autism spectrum disorder (ASD)” whose focus was the process of inclusion and permanence of these students at IFPI, reflecting and inserting demands explained by the teachers investigated.