TEA e inclusão no ensino de ciências: desafios e estratégias no AEE em escolas públicas municipais de Valença do Piauí

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in Natural Sciences education represents a significant challenge within Special Education, especially in the context of multifunctional resource rooms. This study aims to investigate the challenges and strategies adopted by Specialized Educational Services (AEE) teachers in schools in the municipality of Valença do Piauí. The research is qualitative in nature, descriptive and exploratory, and was conducted by applying a questionnaire with open and closed questions to two teachers who work in multifunctional resource rooms. The present study sought to understand how Natural Sciences are taught to students with ASD and what pedagogical, training, and institutional barriers are faced. The analysis revealed significant difficulties related to the scarcity of specific training for teachers, lack of adapted pedagogical resources, and absence of special education professionals in some schools. These limitations reinforce the need for public policies that guarantee continuing education, allocation of adequate resources, and institutional support, promoting more effective and equitable school inclusion in the teaching of Natural Sciences to students with ASD. In view of the above, the research aims to contribute to the strengthening of inclusive pedagogical practices, the enhancement of teacher training, and the development of a more equitable education that is accessible to the needs of students with ASD.