Transtorno do espectro autista: possíveis caminhos para inclusão na escola regular

Abstract

The present work addressed the theme "Autism Spectrum Disorder: possible paths for inclusion in regular schools" and had the general objective of investigating which strategies facilitate the process of inclusion of children with autism in regular schools. Therefore, the investigation sought answers to the research problem "How can the teacher and monitor include autistic students in school activities in the regular education network?" The study described in this monograph was developed through the bibliographical research methodology (GIL, 2008) which provided the opportunity to collect theoretical data based on supporting research from important authors who provided theoretical answers to the research problem, among which I highlight Mantoan (2015), Almeida (2017) Ferreira (2001) and Ropoli (2010). The readings, studies and analyzes based on the theoretical framework made it possible to delve deeper into the topic in focus. The research developed made it possible to provide answers to the guiding question, and it is possible to affirm that a child with Autism Spectrum Disorder, in addition to the right to quality education and to be included in school, must have the guaranteed right to receive care from quality teachers and specialized monitors, who develop pedagogical practices that do not exclude them, but place them as being integrated into the school, without differentiating them from other students. In this case, it is worth highlighting that the study indicated for inclusive pedagogical practices, through playful activities that position the student with ASD as a social being and, above all, that he is no longer seen only by the disorder, but as all other students . With the study carried out, it became evident the importance of dialogue between the family and the school to guarantee the rights of reception, respect and learning of children with ASD. [resumo fornecido pelo autor]