Perspectivas docentes acerca dos desafios e possibilidades de crianças com TEA na escola.

Abstract

The present monograph addresses issues related to the inclusion of children with Autism Spectrum Disorder (ASD) in the educational context and how Specialized Educational Assistance (SEA) occurs and what its implications are for the development of these children. Inclusion is the practice of ensuring that all students fully participate in education, regardless of their differences. Specialized Educational Assistance is a supplementary support for students with special needs, offering specific resources and strategies to better meet their educational needs. Both aim for equal opportunities in school. In light of this, the present research originated from the following question: how do education professionals perceive the challenges and possibilities of working with children with ASD in school? In order to answer this question, the main objective was to understand teachers' conceptions regarding the challenges and possibilities for children with ASD in school. The specific objectives were: to understand how the support of a specialized professional in the school environment for children with ASD is provided, to discuss the role of social relationships and interactions in the development of children with autism, and to investigate the teachers' perspective on the inclusion of students with ASD in the classroom. The methodological approach involved an exploratory and descriptive qualitative field research, where a semi- structured interview was conducted with a primary education teacher (early years) and a professional working in Specialized Educational Assistance. Both professionals were from a public municipal school in the city of Cajazeiras/PB. To analyze and process the data, Bardin's content analysis approach (2014) was used. The results of this investigation pointed to some challenges and the promotion of the inclusion of children with ASD, such as the lack of monitors to support the development of children with moderate and/or high levels of need, as well as a lack of communication and collaboration between the regular classroom and the SEA classroom. However, some possibilities for a more inclusive approach were also highlighted, such as feedback and collaboration between the regular classroom and SEA, as well as ensuring trained monitors to assist in the support of children with ASD. Therefore, despite significant advances in legislation regarding the rights of people with disabilities, there are still obstacles to be overcome for the paradigm of inclusion to be effectively established in schools.