Desafios apontados por docentes para o ensino de discentes com TEA incluídos em escolas de Humaitá-AM

Abstract

This study is part of a Master's dissertation from the PPGECH program, which aimed to investigate, analyze, and describe how schools address inclusive practices and the teaching and learning processes of autistic students in the schools of the municipality of Humaitá/AM at the end of the academic year. The study also sought to understand the academic performance of students with Autism Spectrum Disorder (ASD), analyze the challenges and progress of teachers, and highlight the interaction difficulties that students with ASD face with teachers and others within the school context. Authors who contributed to giving this work a scientific foundation and supported the concerns and challenges discussed in this research include: Cardozo (2021), Dias (2021), Magalhães (2016), Mello (2013), Silva (2015), among others, as well as relevant legislation. Based on theoretical studies, the purpose of this research was to draw society's attention to a topic that has become increasingly relevant and has gained visibility in forums, congresses, symposiums, and the general media. It emphatically demonstrated the importance of viewing, understanding, and respecting people with disabilities - whether physical, auditory, visual, or motor. Autism Spectrum Disorder (ASD) stood out as the central theme of this study. For this reason, the research addressed the challenges, difficulties, possibilities, questions, and progress related to students with ASD when enrolled in mainstream schools in the municipality of Humaitá. This is a qualitative study focused on understanding the challenges teachers face when teaching students with autism in regular classrooms, while also considering their struggles, expectations, difficulties, and progress in learning, with the teacher serving as a mediator in this process.