A study on the inclusion of students with Autism Spectrum disorder in mathematics’ class

• Autor(a) principal: Ribeiro, Gabriela Gomes
• Data de Publicação: 2018
• Outros Autores: Cristovão, Eliane Matesco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/180
• topic: Inclusion; Mathematics Teaching; Equations; Inclusión; Enseñanza de Matemáticas; Ecuaciones; Inclusão; Ensino de Matemática; Equações.

This article presents part of the results about a research of conclusion of course, conducted by the first author and guided by the second one, that sought to understand the possibilities and limits of the inclusion of students with Autism Spectrum Disorder (ASD) in mathematics’ class. Therefore, it took as object of studies the effects of a lesson plan on first grade equations, designed to promote the inclusion of two students with ASD in a regular class of the 7th grade of a public school located in the city of Itajubá- MG. This qualitative research adopted the field diary, the internship portfolio, audio recordings and the productions of students with ASD as tools for data collection. While a bibliographical survey was carried out on the subject, the mathematics’ classes of the group began to be followed and the developed activities with the two target public education students (TPES), one with ASD and another with ASD and also Disorder Attention Deficit Hyperactivity Disorder (DADHD) in the resource room of the school itself. This dual immersion, in theory and in practice, aimed to find indicatives about the most appropriate approach to promote the inclusion of students and also to facilitate the establishment of a partnership with teachers. In order to understand in practice the possibilities and limits of the inclusion of students with ASD in mathematics’ classes, we sought to analyze evidence of what the students learned and the interaction they established with their colleagues during the elaborated lesson plan. The research showed that differentiated strategies, based on the use of concrete materials and games, especially when thought from the aptitudes and interests of the students with TEA, aid in the learning process both of the students with TEA and of the others, arousing their interest and motivation, and providing a meaningful learning. It was also possible to observe that, at different moments, students felt integrated with their pairs, due to the attempts to promote activities that prioritize the coexistence, to the detriment of the isolated work of the student, but this has not always proved to be the best strategy.