Estratégias pedagógicas direcionadas ao aluno com autismo no ensino fundamental

• Autor(a) principal: Melo, Carla Caroline Silva de Melo
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42207
• topic: Autismo; Inclusão; Ensino regular; Autism; Inclusion; Regular Education; Ciências Humanas

Autism is a disorder characterized by differences in the behavior of the subject, especially in the area of communication and social interactions from the earliest years of life. This article aims to analyze the conceptions and pedagogical strategies in the schooling of students with autism in a regular school of education in the city of Natal / RN. The methodology of this work is part of the qualitative research modality and the starting point for the investigation of this subject is the participant observation of the researcher as trainee in a regular teaching institution in the accompaniment of a child with autism contributing to the construction of a routine in the school environment. The instrument for the data collection was the semi-structured interview, in which two teachers who taught students with autism participated, whose reports describe how the teaching and learning process of these children in common class happens. The results show, in a general way, how the strategies used in the schooling of these students are applied, their interactions with other children and the environment with which they coexist, promoting the construction of a routine contributing to their social, cognitive and motor development. The study concludes that pedagogical strategies can favor or minimize the participation and learning of students with autism.