A INCLUSÃO DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA) NOS PRIMEIROS ANOS DO ENSINO FUNDAMENTAL

Abstract

This theme encompasses the trajectories, achievements and challenges of inclusion in the mainstream education system. The aim of this work is to understand what teachers think about the inclusion of children with Autism Spectrum Disorder (ASD) in the early years of elementary school in a mainstream school, with the aim of discussing and presenting the methodologies used by these teachers in their educational practices. It is important to note that throughout history there has been significant progress in the system of inclusion of children and adolescents in the educational environment, with the creation of laws, declarations, research and publications on the possibility of insertion in the social context, involving all individuals. The methodology adopted for this work is based on qualitative research. The data was collected at a public school in the municipality of Naviraí - MS. This research revealed the importance of legitimate inclusion actions, so that we can act actively through legal and scientific bases to understand that children with Autism Spectrum Disorder in the first year of elementary school need to go beyond integration, because inclusion in school enables the student to develop, not only cognitively, but socially, and above all integrally, like any other child, overcoming difficulties in the school environment. With the work of the support teacher to ensure inclusive education and that they seek to occupy spaces that are their right. Keywords: Inclusive Education; Learning; Teaching; School.