Inclusão de crianças com Transtorno do Espectro Autista: articulação entre a professora da sala comum e a professora do Atendimento Educacional Especializado

Abstract

This work aimed to investigate the existing relationships between Specialized Educational Assistance (AEE) teachers and common room teachers for the inclusion of children with Autistic Spectrum Disorder (ASD) in two municipal schools in Fortaleza-CE. Thus, it was necessary to know the political principles and foundations of Autistic Spectrum Disorder and to analyze teacher training and pedagogical strategies used by teachers with children with autism in regular schools and their relationship with the AEE teacher. The theoretical foundation was outlined based on the research by Donvan and Zucker (2017) on the history of autism and legal documents, such as the National Policy on Special Education from the Perspective of Inclusive Education (BRASIL, 2008) and the Diagnostic and Statistical Manual of Mental Disorders (DSM), which deal, respectively, with the right to education of the person with ASD and the conceptualization and characterization of autism. We also used the works of Mazzotta (2011); Schmidt (2015); Lustosa and Figueredo (2021); Pletsch (2022), among other authors. The qualitative approach proved to be the most suitable for assimilate the experiences, understandings and singularities of the studied group, by being able to measure the particularities and specificities of human life. Data were produced from interviews with 6 teachers, 3 from the common room and 2 from the AEE. Despite the difficulties, with the lack of material and human resources, the results showed that the teachers seek to maintain a collaborative relationship, through pedagogical and didactic strategies, such as creating games, guidelines, observations and exchanges of experiences that enrich the practice of each in its area of activity and makes it possible to include students with ASD in the schools studied. In addition, the need for greater investment by the Government in the continuing education of teachers was highlighted, mainly directed to special and inclusive education, since there is still a lack of knowledge about this subject in schools, especially about autism, after all, the disorder manifests itself in many ways due to the spectrum itself. In this sense, it is essential that teachers are constantly improving themselves and seeking new learning.