School inclusion and Autism: a Teview of Teacher Perception and Pedagogical Practices

• Autor(a) principal: Schmidt, Carlo
• Data de Publicação: 2016
• Outros Autores: Nunes, Débora Regina de Paula, Pereira, Débora Mara, Oliveira, Vivian Fátima DE, Nuernberg, Adriano Henrique, Kubaski, Cristiane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
• Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/9357
• topic: inclusão escolar; transtorno do espectro autista; percepção docente; práticas pedagógicas; revisão de literatura; school inclusion; autism spectrum disorder; teacher perception; pedagogical practices; literature review; inclusión escolar; trastorno del espectro autista; percepción de docentes; prácticas pedagógicas; revisión de literatura

In line with the Paradigm of Inclusive Education, the National Policy on the Rights of Persons with Autism Spectrum Disorder (ASD) guarantees the enrollment of children with ASD in regular schools. As a result, the presence of these students in regular classes has grown significantly in the last three years. This phenomenon is described in theses and dissertations that precisely analyze teacher practices and conceptions concerning school inclusion of this population. The aim of this study is to synthesize, through a secondary analysis methodology, studies of this nature. Participants were 38 teachers described in six studies published between 2013 and 2015. The results suggest that teacher knowledge of autism is limited and that these professionals feel unprepa red to educate this population. This study calls attention to the importance of continuing education in order to better prepare teachers to work in inclusive classes.