INCLUSÃO DO ALUNO AUTISTA NA SALA DE AULA

Abstract

Historically and in all societies, there has been progress towards the recognition of inclusive education as not only a pedagogical right, but also a political, cultural and social one, based on the understanding that difference is a specific aspect of the human condition and that everyone should live, learn and participate without any type of discrimination and having their needs and potential considered. In spite of that, the effective (re)construction of the traditional teaching logics was not observed, so that, until today, the realization of an inclusive school remains one of the biggest challenges of the educational system. With regard to Autistic Spectrum Disorder (ASD), there is a greater difficulty, because, although there are some characteristics shared among its patients, there are considerable variations in intensity, topography and frequency. Faced with this reality and considering the analyzes in the literature, that many teachers feel insecure and distressed in front of students with ASD (SWASD), the present study proposed to investigate and list, based on a review literature, successful practices of elementary school teachers at SWASD. It was found that, in addition to the scarcity of studies on the inclusion of SWASD, there is also little mention of successful teaching practices in view of this demand. The productions considered are full of examples of challenges and difficulties, and even suggestions for the training of teachers at an initial and continued level, but little is said about concrete actions with the SWASD. This gap was critically analyzed and the necessary advances were discussed.