Inclusão escolar de crianças dentro do transtorno do espectro autista

• Autor(a) principal: Bezerra, Nathália do Nascimento Silva
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/3136
• topic: Transtorno do espectro autista; Autismo; Inclusão escolar; Educação especial; Fonoaudiologia; CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA

Introduction: Autistic Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in the areas of communication and social interaction, and manifestation of behaviors with restricted and repetitive patterns. The school is an environment rich in stimuli and capable of promoting varied experiences, access to education is a right guaranteed in the Constitution, but the process of school inclusion of students within the ASD is arduous considering that professionals do not feel prepared due to the lack of information and the particularities of the ASD. Objective: To analyze the situational diagnosis of the process of school inclusion of children within the Autistic Spectrum Disorder. Methods: A questionnaire was applied to 15 public and private school teachers in Paraíba. Data collection took place through a form sent to research participants online, containing open and closed questions related to: personal and professional data; assistance to students within the ASD; information about teachers' knowledge and perceptions about the ASD and about the school inclusion of these students; and considerations regarding Educational Speech Therapy in this process. The study is characterized as descriptive, with a qualitative and quantitative approach. Results: It was found that the school inclusion of children in the ASD does not occur as stipulated in the legislation, there is a lack of adapted resources and teacher preparation, which leads them to not feel prepared to teach these students. Many of the students within the ASD are not enrolled in the AEE – Specialized Educational Service and do not have any specialized support in the classroom. Conclusion: The educational inclusion of children within the ASD does not occur effectively, given that teachers lack knowledge and preparation, as well as adapted materials and therapeutic and educational follow-up to students.