Education of students with ASD: educational practices in a public teaching network

• Autor(a) principal: Vicari, Luiza Pinheiro Leão
• Data de Publicação: 2020
• Outros Autores: Rahme, Mônica Maria Farid
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/43296
• topic: Autistic Spectrum Disorder; inclusive education; educational practices.; Trastorno del Espectro Autista; educación inclusiva; prácticas educativas.; Transtorno do Espectro Autista; educação inclusiva; práticas educativas.

The study aims to analyze the educational practices adopted in the school routine of two students with Autism Spectrum Disorder (ASD) in the city of Belo Horizonte/MG. ASD is marked by difficulties in social communication and the presence of repetitive behaviors and restricted interests. The number of enrollments of these students has been growing in recent years and Brazilian legislation contributes to expanding the right to education for these students. Among these rights, there is the monitoring of the support professional and the teacher of Specialized Educational Service. This study, with a qualitative approach, discusses the possibilities and limits of the school inclusion process of students with ASD. Were used as data collection instruments systematic observation in two classrooms, semi-structured interviews and the CARS scale. The results indicate that the professionals recognize an advance in the inclusion process in the municipal education, however, they still demonstrate insecurity regarding the teaching strategies to be adopted, as they do not identify effective support from the municipal education network in the inclusion process. Students spend most of their time in the classroom, but few activities are geared to their specifics; they spend most of their time with assistants to support inclusion, and their activities vary according to the degree of involvement with the work, since they do not belong to the teaching staff and receive few orientations. Of the six interviewed teachers, only two showed inclusive educational practices during the research period, even if low frequency.