O olhar das mães sobre o processo de inclusão escolar de crianças com TEA na educação básica.

Abstract

This study considers the school inclusion of children with autism as a fundamental process to ensure that students with Autism Spectrum Disorder (ASD) have access to quality education, in an environment that respects their needs and promotes their development and presents discussions that lead us to reflect on the process of including children with autism in the school environment. To this end, the general objective is to understand how the process of school inclusion of children with autism in basic education takes place. The specific objectives are intended to analyze the inclusion of children with ASD in educational institutions; identify how the teaching and learning process for children with autism is being formulated in educational institutions, and find out whether in fact the inclusion process is happening effectively or whether there is just an integration model that is being illusorily implemented as being a mode of inclusion. Basic research was then carried out with a qualitative approach. In its exploratory and descriptive character supported by the following methodological procedures: structured questionnaire and informal conversations with 04 mothers of children with autism who are part of APAA (Association of Parents and Friends of Autistic People) in the City of Cajazerias- PB, with the aim of understand the process of including these children in the school environment. Data analysis allowed us to weave knowledge from these mothers' reports, considering the importance of the school inclusion process for children with ASD in basic education. The results indicate that inclusive education for children with autism faces challenges, but also offers possibilities for resilience. Legislation that protects the rights of people with Autism Spectrum Disorder (ASD) plays a crucial role in promoting inclusion, as does adequate teacher training to meet the educational needs of autistic students. The research managed to answer the central question about how the process of including children with ASD in basic education takes place and achieve the proposed objectives. In short, it is possible to promote the effective inclusion of these children in school, as long as there is adequate legal support and adequate preparation of the professionals involved.