Educação inclusiva para estudantes com autismo: mapeamento de necessidades.

Abstract

The demands of inclusive education pose significant challenges for teachers, who often encounter difficulties in adapting their pedagogical practices and instructional materials. Specifically, in the context of educating students with Autism Spectrum Disorder (ASD), an additional layer of complexity is added, as educators frequently feel inadequately prepared to address the needs of these children in the classroom. This perceived lack of preparedness stems from the absence of specialized training and the scarcity of consolidated, high-quality information regarding the disorder. To better understand these challenges, this study aimed to map the presence of students with ASD in a public elementary school in a city within the Cariri region of Paraíba, identifying the perceptions of the pedagogical team concerning these students and the difficulties faced by teachers in promoting their education. The theoretical framework was primarily based on the works of Philippe Perrenoud (2001) and Mazzotta (2001). Data collection involved eighteen structured interviews with teachers at the school, complemented by two semi-structured interviews with the school principal and the teacher responsible for Specialized Educational Assistance (AEE). Informant’s professional experience ranged from 3 to 36 years; all of them had formal qualifications in their respective fields. However, only six reported having received specific training in inclusive education, while seven had attended one or more lectures on the subject, and five had no formal training at all. The interviews revealed, through teacher’s statements, the characterization of ASD, their understanding of inclusive education, perceptions of the six students diagnosed with ASD (whose cases are examined in greater detail), and the strategies employed to promote their inclusion. Regarding the disorder, twelve teachers expressed insecurity, and all mentioned more characteristics of the school's students than of ASD per se. When defining inclusive education, five teachers articulated difficulties in implementing its principles. Concerning perceptions about students with autism, the most frequently quoted challenge was dealing with a student who also has Oppositional Defiant Disorder (ODD) as a comorbidity; other common difficulties teachers noticed among students included issues related to concentration and comprehension. The findings underscore the urgent need for teacher training focused on the specificities of ASD and for better coordination between AEE and classroom disciplines, particularly through the development of Individualized Educational Plans.