Atividade docente em sala de recursos multifuncionais para educandos com Transtorno do Espectro Autista

Abstract

The Autistic Spectrum Disorder (ASD) can be defined as a wealth condition related to qualitative difficulties concerning social interaction, language and repetitive and stereotyped movements. The recent entrance of learners with such disorder in schools has brought about both doubts and challenges to educators. In this process, the Specialized Educational Service (SES) must be offered as a support to those learners. Thus, this research aimed to analyze the role of a teacher of SES in a Multifunctional Resource Room (MRR) and her work with learners with ASD in a public school of Maceio, as well as describe the plans and objectives of SES; confronting the previously proposed activities with the ones achieved; reflect upon those activities with the chosen teacher about her achievements towards the work with ASD. This is a qualitative research. The teacher participant was from a MRR and she had three ASD students from a ordinary class. For data collection it has been used the following techniques: document analysis; observation; observation supported on videotape, semi-structured interview and simple self confrontation. The data were organized in this cathegory: a ) the teacher´s perspective about learners with ASD and the SES universe; b) the focus on the service: her job towards the ASD learners; c) Discussions on the teaching activity through simple self confrontation. As a result, we verify that the teacher understood the school as a warming environment and it was worried to include those learners. Concerning to ASD, the teacher had consistent conceptions, however, based on both scientific and mythical knowledge, which persisted throughout the research. She has also pointed out to the fact that there was no rules or ready methodologies to deal with those learners in the school, because of their diversity did not allow one to envisage a single method of working and teaching. As to SES, the teacher affirmed that this was the basis to the inclusion discussion in educational institutions reaching the need for change. Such aspects lead us to think about the possibilities of self confrontation to professional formation. It is also important to mention the research in the ASD area and improvement of it, since it is so recent as well as all the knowledge regarding to it.