A educação inclusiva de estudantes com Transtorno do Espectro Autista (TEA): práticas e possibilidades

Abstract

This paper presents information on the inclusion of autistic students in schools, through a bibliographical survey. It is worth pointing out that ASD (Autism Spectrum Disorder) is a neurodevelopmental disorder characterized by the presence of behavioural disturbances from the beginning of life, with varying degrees of impairment and associated deficits. It is therefore important to understand how the inclusion/schooling of these students is taking place. The aim of the research was to identify the pedagogical practices that have been carried out in inclusive education for autistic students, such as the pedagogical strategies and resources that are being effective in the schooling of these students. The methodology used in the search for these objectives was bibliographical analysis, in which authors were sought who discuss the subject and who meet the objectives of the work. In this sense, the results show that it is of great importance to discuss the subject of autism. On the other hand, it is clear that there are still many doubts and gaps about which best practices should be used on a day-to-day basis in the classroom. Therefore, some of the strategies found in response to the objectives were: use of routine, use of adapted materials and activities and activities with mediation. It was also possible to see that education from an inclusion perspective is a challenge for society, but it was also clear that many professionals are involved and committed to making education increasingly inclusive.