Perspectiva de professores de ciências com relação aos alunos autistas das séries iniciais de ensino fundamental do Colégio Antônio Sales em Fortaleza-CE

Abstract

The inclusion or inclusion of children with special educational needs in educational institutions is a theme that leads to discourse and debate due to its uncontroversial character. Among these students are those with autism or Autism Spectrum Disorder (ASD), a neurodevelopmental disorder characterized by difficulties in oral communication, social interaction. According to researches even enrolled in schools, these students have difficulties in the learning process, especially in orality and writing, which consequently affects other teaching areas. Thus, this paper aims to describe the perception and challenges faced by science teachers in the early grades of elementary school about students with autism. To conduct this research, three pedagogical teachers from the city of Fortaleza, Ceará, were interviewed. The results presented show that these teachers have little knowledge about autism and feel unprepared to teach these students.