Ensino de Ciências para alunos autista: um olhar para os métodos e materiais de ensino em uma perspectiva inclusiva

Abstract

Bearing in mind that education is a right for all and guaranteed by law, we are researching the difficulties that teachers face in elementary school in classes from 6th to 9th grade in science classes in the face of the inclusion of students with autism. Some scientific concepts, due to their abstract nature, can be somewhat complex for elementary school students in general, and even more challenging for students who have some kind of physical and/or intellectual difficulty. In order to present a project that facilitates these complexities, we proposed the use of tactile-visual models as a tool to help teach science, in such a way as to make it possible to understand the content covered in the classroom and be able to overcome the barriers that teachers face in this situation. To this end, a bibliographical, qualitative and field study was carried out in which, through questionnaires, it was possible to analyze the means most used by elementary school teachers as a method of practicing inclusion of students with autism around the existing problems within inclusive education, looking for methods such as experimental workshops that can alleviate the lack of resources in public schools. In view of this, it was found that the use of models provided good results because of the way they involve participation in general, and because they are built with low-cost materials, making them accessible to everyone, enabling the teacher to seek resources and solutions to elucidate the way in which learning can take place, not just limited to books and the blackboard.