Inclusão de estudantes com TEA nas aulas de educação física no contexto da pandemia de Covid: desafios para os professores da rede municipal de São Miguel dos Campos – AL

Abstract

With the COVID-19 pandemic, many mainstream schools have had to change their teaching methods and strategies to remote. This has led to major concerns and problems related to the process of including students with disabilities, specifically students with Autism Spectrum Disorder (ASD). This is a qualitative qualitative approach and aims to identify and describe the difficulties faced and the strategies proposed by Physical Education teachers in the process of including students with ASD during the pandemic. With ASD during the pandemic period, specifically to describe the behaviors from the teacher's point of view, of these students with ASD in the face of these difficulties. The public education system in the city of São Miguel dos Campos, in the interior of the state of Alagoas. Took part in the samplethree physical education teachers from the regular school system who worked in elementary and had students in their classes diagnosed with Autism Spectrum Disorder (ASD). The research found that the teachers' biggest challenge teachers was to get these students to stay in class in remote education, just as lack of technology meant that many students did not have access to online classes. on the other hand, the teachers did not create specific strategies to try to include them. Regression in the development of these students compared to others, as well as difficulties in socializing and interacting with others. It can therefore be concluded that there are many difficulties in the inclusion ofstudents with the spectrum, however, these challenges will always exist. what is hoped is that through this research it will be possible to think of ways and alternatives for the inclusion of students with ASD in physical education classes and create proposals in search of an inclusive education.