Avaliação do Atendimento Educacional Especializado (AEE) na educação infantil para com crianças com transtorno do espectro autista

Abstract

The present research aimed to evaluate the implementation of inclusive practices directed toward children with Autism Spectrum Disorder within the scope of Specialized Educational Support (SES), characterizing the strategies adopted and identifying the challenges faced by Early Childhood Education educators. It is therefore evaluated how the inclusive education policy occurs in the daily school life, based on a case study conducted in two public municipal schools in Fortaleza. The research also aimed to develop an educational product focused on suggestions for educational practices that can assist professionals in effective inclusion, materialized in the form of a technical-pedagogical report containing institutional recommendations and practical guidelines aimed at strengthening Specialized Educational Assistance (AEE) in Early Childhood Education.”. Autism is a neurodevelopmental disorder characterized mainly by difficulties in social interaction and communication, both verbal and non-verbal, as well as presenting restricted and repetitive behaviors. Data from the School Census indicate that in recent years there has been a growing number of children with this profile, which highlights the need to develop public policies to ensure the inclusion of these children in schools. For the conduct of the research, the methodology adopted a qualitative approach, constituting a descriptive case study, with the fieldwork carried out in two institutions of the Municipal Education Network. Regarding the evaluative framework, an in-depth evaluation was chosen, according to Rodrigues (2008). The data were collected thru semi-structured interviews and questionnaires with regular class teachers, teachers working in Specialized Educational Care (AEE), pedagogical coordinators, inclusion assistants, and guardians of the children. The data analysis was conducted thru content analysis, according to Bardin (2000).Among the main results, it is shown that Specialized Educational Services in Early Childhood Education are still in their early stages, with weaknesses in pedagogical coordination, communication with families, and the effective inclusion of children with Autism Spectrum Disorder.