Inclusão escolar de estudantes com transtorno do espectro autista (TEA): uma pesquisa de estado da arte

Abstract

This state-of-the-art research paper looks at the inclusion of students with autism spectrum disorder (ASD) in schools. autism spectrum disorder (ASD). The general aim of the study is to analyze the results scientific articles published on the inclusive education of people with ASD in the initial years of basic years of basic education in the Brazilian Journal of Special Education from 2010 to 2021. 2021, unfolding into three other specific objectives: (1) To recognize in the scientific literature literature who a person with ASD is and their developmental characteristics; (2) to identify guidelines for promoting inclusive education for people with ASD; and with ASD; and (3) to find out the results of field research studies on the inclusion of students with ASD. on the inclusion of students with ASD in the early years of primary education, published and available in the digital repository of the Brazilian Journal of Special Education. To answer the question of the inclusion processes of these students in mainstream education, the following authors were used authors Brito (2015), Cunha (2016), Silva (2012), Fonseca (2014), Orrú (2006), Mantoan (2006), among others. This was a state-of-the-art study with a qualitative approach. qualitative approach, based on a survey, mapping and analysis of data using Lawrence Bardin's Lawrence Bardin's content analysis, so that we could understand the subject and discuss the results observed, we could understand the subject and discuss the results observed. To this end, through bibliographical research, we looked at scientific articles published between 2010 and 2021, which supported the studies on school inclusion of students with ASD, in the SciELO database and grouped according to the theme and objectives of this research. The analysis of the texts identified with the theme and which met the criteria of this research, made it possible to understand how much we still need to carry out studies with scientific evidence in relation to this pedagogical practice with children with autism spectrum disorder. through this research, we can see that a universe of articles was found which summarized in eight studies. The data from the studies analyzed indicated a variety of school experiences of children with ASD, and pointed to the importance of investments in the teacher-child teacher-child relationship and pedagogical interventions for school inclusion. It is hoped that this research may encourage further studies into the inclusive practice of students with students with ASD, as well as pointing out ways of developing an inclusive practice with these students in the context of ordinary schools and classes. Keywords: State of the Art. Students with ASD. School inclusion. Teaching-Learning Process.