Ensino de Ciências da Natureza na educação inclusiva : um olhar para o transtorno do Espectro Autista

• Autor(a) principal: Martins, Adriane dos Santos
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Monografias da UFMT
• Texto Completo: http://bdm.ufmt.br/handle/1/3690
• topic: CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Educação Inclusiva; Ensino de Ciências; Ensino de Física; Transtorno do Espectro Autista; Inclusive Education; Science teaching; Teaching Physics; Autism Spectrum Disorder

The discussion about Inclusive Education for students with special educational needs in the regular education system has grown significantly in recent years. In particular, the number of people diagnosed with Autism Spectrum Disorder has been increasing and schools need to include this group of students appropriately and effectively. Given this, the present study aimed to promote discussions about Inclusive Education and Autism Spectrum Disorder and the inclusion of Natural Sciences teaching. The research problem that we sought to answer during the study is: “How are discussions about Inclusive Education and Autism Spectrum Disorder presented, involving, in this context, the approach to teaching Natural Sciences?”. The work is qualitative research, of a theoretical and bibliographic nature. In addition to addressing discussions and theoretical and documentary contributions on Inclusive Education and Autism Spectrum Disorder (ASD), we sought to identify and learn about scientific productions aimed at students with ASD in the area of Natural Sciences (final years of Elementary School and teaching Physics in High School). The bibliographical review was carried out in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and in Journals in the area of Teaching and Special Education, from 2018 to 2022. According to the research, it was highlighted that whether the importance of the family in the process of discovering the disorder and how much parental participation is essential for the progress of students at school; in addition to the teacher's contribution to the process of including autistic students in regular education. In general, the bibliographical investigation identified few works related to teaching Physics to autistic students. From this perspective, the results highlight the need for more studies and resources in order to expand teaching possibilities and the development of skills as a whole for students with ASD.