Desafios docentes na educação escolar de autistas.

Abstract

The theme of this work is the relationship between autism and education, and aims to identify challenges faced by regular school teachers in the inclusion of autistic students. The theoretical framework is based on authors such as Vasques, Cunha, Lopes, Mendonça, Obadia, Silva and Bianchi. This is the result of an exploratory study built with the application of bibliographic research. Ten articles were selected between national and international that attended the inclusion criteria, whose bibliographies would approach the relation between autism and education. For data analysis, was used the construction of categories, from which it was possible to identify the most common obstacles found in the process of inclusion of students with Autism Spectrum Disorder. The results showed that such inclusion is still a new reality for teachers, who are, for the most part, unprepared due to a lack of professional and continuing education. Besides that, the lack of knowledge regarding not only inclusion criteria, but also autism itself, its characteristics and development, make it difficult for the educators to intervene adequately. However, it can be said that the inclusion of these students, although not a simple process, is possible. This research points out the obstacles that may arise for the teacher, as also draws attention to the urgency of investments in teacher training, being this responsible for most of the problems related to inclusion.