Desafios do docente para a inclusão de crianças com TEA no ensino regular: uma amostra no município de Sousa – PB em 2024.

Abstract

This work addresses the challenges faced by teachers in the inclusion of children with Autism Spectrum Disorder (ASD) in regular education, considering teacher training, available resources for inclusion, and practical difficulties of inclusion. The general objective was to investigate the main challenges faced by teachers in the inclusion of children with Autism Spectrum Disorder (ASD) in regular education. To achieve this objective, the following specific objectives were outlined: to examine how teachers perceive the inclusion of students with ASD in regular classrooms; to identify the resources used by teachers for the inclusion of students with ASD in classroom activities; to analyze how teacher training is conducted for their development. The methodology used was qualitative, with semi-structured interviews conducted with teachers from public schools in the municipality of Sousa – PB, who work with students with ASD, seeking to explore their perceptions and difficulties. The results show that initial training is predominantly theoretical, being insufficient to meet the demands of inclusive practice. The lack of institutional support and specific resources also limits inclusive practices. It is concluded that the inclusion of students with ASD requires greater articulation between theory and practice in teacher training, more investments in specialized pedagogical support, and an institutional commitment to promoting an inclusive environment.