Inclusão de aluno autista no 8º ano do ensino fundamental em atividades de matemática: Dificuldades do professor

Abstract

In this article we present the results of a qualitative research developed with the objective of understanding the difficulties of the teacher in the inclusion of autistic students in the 8th year of Elementary School in mathematics activities. The study had as methodological strategies the bibliographic survey, interview and audio recording. Subsequently, the triangulation method was adopted as a form of data analysis. The subjects of the research are two teachers, who work with students with Autism Spectrum Disorder – ASD in different experiences. The theoretical basis of the study is based on research such as Fleira (2016), Cocco (2017) and Melo (2016). The results show that the main difficulties of teachers are related to the lack of adequate training to work with this audience and the peculiarities that each child presents, and that teaching thought from the autistic aptitudes, help in the inclusion process and provide meaningful learning for all.