Inclusão ou integração: desafios docentes frente ao trabalho com crianças com TEA.

Abstract

This study focuses on discussions regarding Autism Spectrum Disorder (ASD) and inclusion in public schools. Its guiding question arises from the following inquiry: what challenges do teachers and schools face in receiving and working with children with ASD? The general objective is to investigate the challenges that teachers and the school encounter in pedagogically working with students with Autism Spectrum Disorder. The specific objectives include: identifying the support provided by school management to address the needs of children with ASD; examining how teachers handle children with autism in the classroom; and verifying how the partnership between the school and the family contributes to the learning development of children with ASD. The methodology employed in this field research is qualitative and descriptive, using a questionnaire created via Google Forms, applied to three teachers who instruct in the early years of elementary education in municipal schools in the city of Cajazeiras/PB. The analysis of the information was based on the authors referenced to support the theoretical discussions within the text of this study. From the responses of the participating teachers, it was highlighted that although they demonstrate theoretical and practical knowledge about ASD, there is a lack of institutional support and specialized resources in the investigated schools. Additionally, the partnership between family and school proved to be a vital element for the successful development of these students, being more pronounced in some cases than in others.