As práticas para inclusão escolar de um estudante com autismo: um estudo de caso numa escola do município de Delmiro Gouveia - AL

Abstract

The present study aims to challenge pedagogical actions for the development of skills and the consequent inclusion of a child with Autistic Spectrum Disorder in a regular classroom, emphasizing the partnership between the full professor, support teacher and classroom teacher. of multifunctional features. Supported by the idea of inclusion as a guarantee of equal opportunities for students with Special Educational Needs (SEN), which guarantees them quality and permanence in the regular classroom space. Providing them with opportunities for better performance of their autonomy and overcoming their limits. We explored the concepts of integration, exclusion and inclusion, in order to reflect the concepts employed about inclusive school in the light of the pedagogical approach to special education, as well as examining the multiprofessional work involved in diagnosing students with Autistic Spectrum Disorder (ASD). The approached methodology has an exploratory research, which is documentary and outlining in a case study. The data presented throughout the investigation were collected through interviews with the teachers involved more directly with the researched student. We list our analysis from some aspects, such as: the partnership between the professionals directly involved with the student, the adaptations made to the curriculum on the perception of inclusion, as well as the articulation between the teachers in their care and finally, We explain about the access, permanence and difficulties in the student's involvement with the institution and its professionals.