A prática pedagógica do professor de apoio na inclusão dos alunos com Transtorno do Espectro Autista no ensino regular

Abstract

The article aims to analyze the pedagogical practices carried out by the support teacher in the inclusion of students with Autism Spectrum Disorder (ASD) in regular education (Early Childhood Education and Primary Years) of the Municipal Education Network of Maracaju, state of Mato Grosso do Sul (MS). The study was based on bibliographic and field research, using the semi-structured questionnaire delivered to three support teachers as a research instrument. Results showed the importance of support teachers in the inclusion of students with ASD, in an educational, personal and social scope. It was also possible to verify that it is necessary to invest in continuous training for education professionals and to develop collaborative work between support teachers, conducting teachers, school managers (school management and pedagogical coordination), to achieve better results in the schooling process and socialization of students in the inclusion process. Therefore, in inclusive regular education, teacher education is essential to ensure a qualitative, specific, specialized and social educational service for students.