O trabalho pedagógico e a inclusão escolar para crianças com transtorno do espectro do autismo (TEA)

Abstract

The aim of this paper is to show an overview of autism, as well as to signal for the inclusion of the autistic stu-dent in regular schools, discussing misconceptions, such as that students with autism are in no way able to communicate or achieve progress intellectuals; seeking to explain the causes of the singular behavior of these people, and that inclusion is possible and should be carried out in a specialized way. Autism is characterized by difficulties in communication, socialization and repetitive or restricted behaviors. In general, it is characterized as a social problem independent of economic and cultural order. Autism Spectrum Disorder (ASD) is a challenge for the school community, for psychopedagogy and family members. The inclusion of children diagnosed with ASD in the school environment is necessary and must start from a conception of training teachers specialized in serving this public, as well as by establishing the necessary conditions for the development of the autistic sub-ject, which range from structural aspects of children with autism. educational institutions until the elaboration of specific public policies. ASD is a disorder that affects the areas of social interaction, communication / language and behavior, and may affect the child in a mild, moderate or severe manner. Currently the interventions used to promote the development and learning of this audience are: TEACCH, ABA and PECS. It is worth noting that autism is a complex disorder, so there is no isolated therapy or method that will meet the demands of the person with ASD. It is necessary to strengthen the bonds between family, school, caregivers and therapists so that, together, they can create a better intervention strategy for teaching skills aimed at improving the child's development.