Teachers' perception of pedagogical practice in teaching students with Autistic Spectrum Disorder

Abstract

Contemporary society finds itself in a transformation process regarding its social and educational practices. The inclusion of students from Special Education is assured because of laws based on fundamental human rights such as the Brazilian Federal Constitution of 1988 and Lei de Diretrizes e Bases da Educação Nacional (LDBEN), aiming at building an inclusive school system for all. However, in order to achieve said goal, teachers must elaborate a meaningful and appropriate educational process taking in consideration the specificity and need of a PAEE student, giving new meanings to the practices employed currently in our schools. Despite all efforts and progress made so far, children who suffer from Autistic Spectrum Disorder (ASD) still face big challenges in the education process. This project aims to investigate the pedagogic practices of municipal public school teachers located in the countryside of São Paulo who work with students who suffer from autism (TEA). This paper's goals are: a) Identify the continuous development of teachers who work in classrooms with students affected by TEA; b) Identify the pedagogical practices developed by teachers who work in public municipal schools (EMEBS). It's a qualitative study based on semi structured interviews that will be later on properly analyzed. It's believed that there are hindering factors debilitating the resignation of educational practices.