Trabalho de Conclusão de Curso

Abstract

This Final Course Project aims to investigate the pedagogical practices implemented in regular schools that promote the effective inclusion of children with Autism Spectrum Disorder (ASD), as well as to investigate what teachers and caregivers of these children say about these practices, identifying challenges, strategies, and best practices in the educational process. The research, of a qualitative and exploratory-descriptive nature, involved semi-structured interviews with a teacher, a support professional, and a caregiver of a student with ASD. The theoretical framework was based on authors such as Mantoan (2003), Mazzotta (2017), and Freitas (2018), in addition to current scientific studies on autism (Lampreia, 2013; Sanini; Bosa, 2015), which address everything from the neurobiological aspects of the disorder to the beliefs and self-efficacy of teachers in school inclusion. The results indicated that the partnership between school and family, the creation of welcoming environments, and the individualization of pedagogical practices are determining factors for the success of inclusion. The most frequently mentioned strategies involved the use of visual resources, small group activities, adaptation of the sensory environment, and the application of assistive technologies. It was found that the school inclusion of children with ASD goes beyond simple physical presence in the classroom, requiring intentional and collaborative actions that ensure participation, learning, and belonging. It is concluded that strengthening the partnership between family and school, investing in teacher training, and consolidating inclusive public policies are fundamental to building a truly democratic and inclusive education.