INCLUSION OF STUDENTS WITH AUTISM IN REGULAR EDUCATION: ANALYSIS IN AN ELEMENTARY SCHOOL

Abstract

This article is a quali-quantitative approach research, whose objective is to verify how the inclusion of students with Autism Spectrum Disorder (ASD) occurs in regular education in a public school in the city of Marabá (PA). The work starts initially from a theoretical framework regarding the inclusion of autistic children, in addition to the role of the school and the family for its development, as well as the challenges and the need for an adequate training of teachers, so that inclusion becomes effective Methodologically, a form with mixed questions was applied, applied via Google Forms, aimed at 10 (ten) education professionals, having as participants teachers, managers and coordinators of an elementary school in the municipality of Maraba/PA. The choice of form via Google Forms was due to having been carried out in a pandemic period by Covid-19. Participants demonstrated knowledge of the proposed theme, but they still need training courses and specific training in dealing with autistic students. Regardless of this fact, in order for these students to be included in regular education, respect for the limits imposed by the disorder must be linked to the use of resources and strategies for the care of students with ASD, especially because the benefits of an early diagnosis and Partnerships with other actors in the school environment, as well as the family, are essential for them to feel part of the society in which they live and agents of rights, such as education, priority care, social assistance, culture, sport, among others.