Eles e elas no espaço escolar: os desafios da inclusão escolar de alunos/as do espectro autista, no 1º ano do ensino fundamental i, na zona urbana (Picos – Piauí)

• Ano de defesa: 2024
• Autor(a) principal: Coelho, Iara Rodrigues dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Maranhão; Brasil; Campus São Luis Centro de Educação, Ciências Exatas e Naturais – CECEN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO INCLUSIVA - PROFEI; UEMA
• Palavras-chave em Português: Inclusão Escolar; Transtorno do Espectro Autista; Formação de Professores; Educação Inclusiva; School Inclusion; Autism Spectrum Disorder; Teacher Training; Inclusive Education; Educação
• Link de acesso: https://repositorio.uema.br/jspui/handle/123456789/5452

Special education from the perspective of inclusive education is of great importance for promoting equity in education among such diverse groups. Among these groups is the community of people with Autism Spectrum Disorder (ASD), a neuropsychiatric condition that affects social, communicative, and behavioral skills, with its manifestations varying from individual to individual. With this in mind, we developed this study to investigate the challenges faced by first-grade elementary school teachers, in the urban area of Picos - PI, in the inclusion of students with Autism Spectrum Disorder (ASD). The data collection includes a review of journals, regulations, and the application of the narrative interview technique, addressing aspects such as teacher training, pedagogical practices, and specific challenges. The interviewees in this study are first-grade teachers in urban areas, with well-defined inclusion criteria (teachers assigned to first-grade elementary school) and exclusion criteria (teachers on leave or temporary teachers). Data analysis, conducted through observations and interviews, follows Bardin's framework. The teachers' responses highlight a widespread lack of ongoing training and specialized support to assist autistic students, although some do make pedagogical adaptations, such as using playful and behavioral activities. The lack of adequate support, such as specific training and adapted materials, limits the effectiveness of school inclusion, causing frustration among teachers. To improve this, teachers suggest more practical courses and specialized support in schools, as well as support materials and guidance for the development of the Individualized Educational Plan (IEP). This study aims to contribute to the continuous professional development of teachers, offering an opportunity to understand their expectations and needs. Additionally, it seeks to influence public policies by promoting a more inclusive approach to the education of children with ASD