Autismo na educação básica e os processos de inclusão escolar.

Abstract

The current study has as main objective to identify aspects of the educational process that contribute to the monitoring of the development and learning of students with ASD in primary education. Based on this aim, three others were outlined that gave more specificity to the work, namely: Identify which methods the teacher uses to monitor the development and learning of students with autism; Describe the criteria for choosing the teaching methodologies used by educators to monitor the development and learning of students with autism; Identify the ways in which the autistic can be evaluated through their abilities. The theoretical framework is based on authors such as Montoan (1997), Glat and Nogueira (2002), Coêlho (2010), Chiot (2013) and Cunha (2015). This research is a qualitative field study with simple discourse analysis. For data collection, semistructured interview scripts were used with three teachers from a public school in CajazeirasPB. With the reports of the research interviewees, we can see that children are included in schools to be part of the socialization process, as it is remarkable that some teachers do not have the knowledge to work with autistic students and that activities are most often planned and put into practice in the same way as the socalled normal students. It is concluded that it is essential to know the child with autism, to then develop strategies based on their skills that can contribute to learning, to the process of socialization and communication.