Estudante com autismo: um desafio para educação

Abstract

The right to an inclusive education is garanteed by official documents in order to propose to the target public of special education independent of their personal, physical or mental conditions. The research titled "Student with Autism: A Challenge for Education" sought to understand the challenges of the process of inclusion in a school in the city of Manaus. We observed this process more intensely during the supervised internships through a student with Autism Spectrum Disorder (ASD) in the first year of elementary school. The research investigated this challenge of including a student with autism who needs a rigorous monitoring and evaluation of the special education policy from the perspective of inclusion and sought to answer the following questions: The implementation of the special education policy from the perspective of inclusion serves and enables to the student with TEA meaningful learning? Have regular school teachers been properly trained to serve these students? Does the inclusive school include the didactic resources, receive appropriate material, instrumental conditions and the implementation of the multifunctional resource room adequate to meet their demands? What are the difficulties or challenges faced by teachers in relation to the increasing insertion of students with SEN in regular schools? Questions investigated from the general objective: To understand the process of inclusion of students with Autism Spectrum Disorder (TEA) in Elementary School in a municipal school in the city of Manaus and the specifics: To observe the implementation of the policy of inclusion of a student with ASD; Verify the methodologies used by the teacher to develop the pedagogical making students with ASD in the classroom; To analyze the contributions of the student's inclusion with TEA to their learning process. Theoretical basis is based on the authors: Belisário Filho (2010), Cunha (2013) and Mantoan (1997), Mazzotta (1995), Carvalho (2012). It is therefore a qualitative research, with a phenomenological approach, using as data collection techniques participant observation, semi-structured interview, bibliographical and field research. The research points to the need for this educational policy to continue to implement the continuing education of teachers so that the pedagogical practices are adequate in the educational attendance to the student with TEA.