Inclusão escolar de alunos com TEA: a prática docente nas aulas de Matemática

Abstract

Schools are increasing the enrollment of students with Autism Spectrum Disorder (ASD) every day and increasing the necessity to discuss and know about pedagogical practices that promote school inclusion aiming at the participation and learning of students with ASD. This research investigates how the pedagogical practice of mathematics teachers in schools in the urban area of the municipality of Dirceu Arcoverde when teaching students with autism. Its general objective is to identify the pedagogical practice of teachers in the municipality of Dirceu Arcoverde teaching maths to the autistics students and has an specific objective to analyze the strategies and resources available for teaching work in teaching mathematics and verify the challenges to teaching pedagogical work in teaching mathematics to autistics students. The methodological path was through field research carried out in four schools, and data collection was carried out using an electronic form consisting of ten open and closed questions about the inclusion of students with ASD in mathematics classes. From the analysis of the results obtained, it was possible to observe the lack of continued training in the area of inclusion for mathematics teachers. And that the use of concrete materials helps the learning of students with ASD.