A criança com autismo na escola: um estudo sobre o processo de ensino-aprendizagem do aluno com o espectro autista (TEA) no ensino regular

Abstract

The general objective of this work was to analyze aspects of the educational process that contribute to monitoring the development and learning of students with ASD in elementary school. To this end, we adopted bibliographical research, the focus of which will be to observe their knowledge about ASD and the methodologies that can favor the inclusion of these students in the school environment. The specific objectives identify what means the teacher uses to monitor the development and learning of students with autism and identify the perceptions of students with autism about their development and fundamental learning. There is a visible weakening regarding the training and qualification of teachers and this is reflected in the inclusion of students with ASD, becoming a significant impasse for the inclusion of these students in the regular education network. Furthermore, another aspect to be considered concerns the presence of specialized companions, whose training needs to be compatible with the responsibility they assume. Such results lead us to rethink the real meanings of inclusion and the urgent need for public policies to take responsibility for teacher training, as the main instrument in favor of students who need a different perspective and the regulation of the profession of specialized companion, which in the case of schools refers to the figure of the caregiver. The article points to worrying situations in educational environments, particularly the inclusion of students with autism spectrum disorder (ASD) in regular education networks. The text highlights the apparent erosion of teacher education and training, suggesting that this gap has a significant impact on the effective inclusion of these students. The impasse lies in the lack of preparation of educators to deal with the specific demands imposed on students with autism spectrum disorders. Without this, we consider that it will not be possible to talk about inclusion, but only about the insertion and enrollment of students with disabilities or disorders at school, without meeting their needs and guaranteeing their rights, as provided for by Brazilian legislation. Furthermore, the text highlights the importance of professional peers, emphasizing the need for their training to be consistent with the responsibilities they assume. The presence of these professionals is essential to support students with autism spectrum disorder, but the lack of adequate preparation can impact the effectiveness of this support.