Estudo sobre a inclusão de crianças com Transtorno do Espectro Autista (TEA) em uma escola municipal de Lastro/PB.

Abstract

The school inclusion of children with Autism Spectrum Disorder (ASD) is configured as a theme of great relevance for current education, both due to legal support and contemporary importance, because of the growing number of diagnoses of children with ASD and the need for teacher training to meet the specificities of these students. In this context, the study has as its general objective to investigate how the process of inclusion of children with ASD occurs in a municipal and public elementary school in the city of Lastro/PB. The theoretical framework addresses inclusive education, characteristics of ASD, legal frameworks, resources, and pedagogical methodologies. It adopts a qualitative and descriptive approach, with data collection carried out through an interview script, composed of eight open questions, applied via WhatsApp to two teachers who work with autistic students in the researched school. The data analysis points to advances in the achievement of rights through laws, but highlights discrepancies between theory and practice, emphasizing challenges such as the lack of teacher training to work with students with ASD; the need for new technological resources, such as, for example, educational applications; and methodologies directed to the target audience. It identifies that, although there are actions such as Specialized Educational Service (SES) and the use of pedagogical resources and adapted methodologies, the effectiveness of inclusion requires greater articulation among all school professionals, continuing education, and pedagogical planning sensitive to the specificities of the autistic student. It is concluded that full inclusion is only concretized with collective commitment, reflective practices, and appreciation of individual potentialities, overcoming the formal compliance of legislation.