OS DESAFIOS DO PROFESSOR NA INCLUSÃO DO ALUNO COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) NA EDUCAÇÃO

Abstract

Education is a right for all and a duty of the State and the family, in collaboration with society. Making education equitable, of quality and accessible, serving everyone, including those with Autism Spectrum Disorder (ASD), goes far beyond the simple presence of the student in the classroom. Above all, the goal should be learning and the development of skills and potential, overcoming difficulties. Education is one of the greatest tools for the development of an autistic child, and the teacher stands out as a mediator in this inclusive teaching and learning process. However, when dealing with inclusion, it is important to highlight that, many times, the teacher is not prepared to work with these students. Given this context, the research presents the following problem: What are the challenges faced by the teacher in relation to the inclusion of students with ASD in regular schools? The methodology used was a bibliographic review of scientific articles and books, with a qualitative exploratory approach, which is used to interpret, describe and discuss information, attributing meaning to them. It was observed that regular school teachers feel unprepared to deal with autistic students due to the lack of specialized training in special education. Another problem identified was the lack of active family participation in school life, in addition to the lack of support from a multidisciplinary team to develop an Individualized Teaching Plan (PIE) with strategies that favor inclusion. It is also worth highlighting the need for collaboration from the entire school community, from the front desk to the school administration, to ensure effective and quality inclusion.