A didática inclusiva no ensino de química: percepções dos estudantes com transtorno do espectro autista do instituto federal do piauí-campus picos

Abstract

Autism Spectrum Disorder (ASD) is a neuropsychiatric condition that impacts social, communicative and behavioral development, manifesting itself differently in each person. Inclusive education has become essential for ensuring equity and accessibility in the educational environment. From this perspective, this study was developed with the aim of investigating how students diagnosed with ASD evaluate their inclusion in teachers' teaching in Chemistry teaching. The study was carried out at the Federal Institute of Piauí – Campus Picos, involving 02 students diagnosed with ASD, 01 student from the Integrated High School Administration and 01 student from the Higher Education Course in Chemistry. The research adopted a qualitative approach, using the bibliographic method and conducting interviews with a semi-structured script to which the data obtained was subsequently analyzed. The relevance of this study lies in the need to promote inclusive educational practices and understand the experiences of students with ASD in the specific context of the Chemistry Curricular Component, to which the results point to important information about the inclusive didactic reality experienced and students' suggestions about improving pedagogical strategies that can contribute to a more accessible and fair educational environment. The data highlights the importance of a flexible and personalized pedagogical approach in teaching Chemistry to students with ASD, in addition to highlighting the need for continuous adjustments in educational practices to promote true and meaningful inclusion.