Autismo: Uma reflexão sobre o processo de inclusão escolar no município de Catolé do Rocha-PB.

Abstract

The person with Autism Spectrum Disorder requires a set of people who can give special attention, such as family, health professionals, society and the education sector, with the latter still has a shortage of study deepening on this context. In education for autistic people is necessary to have the same access and rights of so-called normal students. Thus, this study aimed to analyze the process of inclusion of autistic children in public schools in the city of Catolé Rocha-PB, highlighting specific objectives, identify the educational activities that the teacher develops for the learning process of the autistic student as well as identify autism characteristics for mothers and teachers of these autistic. This study reports the historical process, rights, Brazilian associations, the process of diagnosis and the importance of the educational framework for the development of medical treatment and learning of autistic people. To this have been addressed to some authors, such as: Camargos Jr. (2013); Chiote (2013); Gomez and Teran (2014); Rodrigues and Spencer (2010); Silva (2012), among others. The methodology used was descriptive, qualitative field, and as a tool for data collection semi-structure interview (managers, teachers and mothers) and observation (regular room school).Obtained as a result of the reports of the research subjects and observations, children are placed in schools as socialization process, because it is perceived that there is a lack of knowledge of teachers to work with autistic students and the activities carried out by teachers are planned and put into practice in the same way the so-called normal students. We observed that mothers and teachers recognize several autism characteristics in their children, and this knowledge has been built in harmony with it. We conclude that the process of school inclusion of autistic children in public schools still needs adjustments, because the lack of knowledge of teachers hampers the interaction of working with autistic students within the regular classroom. In addition, the difficulty of living with these people is explicit in the dialogues of the subjects. We can highlight the autistic needs to be further investigated and debated, in both educational as familiar as they both have a key role in the process of inclusion and learning.