Dificuldades e desafios docentes na inclusão de crianças com Transtorno do Espectro Autista em um Centro Municipal de Educação Infantil

Abstract

Difficulties and teaching challenges in including children with autism spectrum disorder in a municipal early childhood education center.What are the difficulties, challenges and possibilities faced by teachers for the inclusion of children with ASD in a Municipal Early Childhood Education Center (CMEI) in Teresina-PI?The general objective of the work was to analyze difficulties and challenges faced by teachers in the inclusion of children with Autism Spectrum Disorder (ASD) in a Municipal Early Childhood Education Center.For this purpose, the following specific objectives were defined: Describe the routine of teachers in the daily life of a CMEI to care for children with ASD; identify difficulties experienced by teachers in including children with ASD in Early Childhood Education; and present, from the teachers' perspective, difficulties and challenges in including children with ASD.In methodological terms, field research, with a qualitative, descriptive approach, was carried out in a Municipal Early Childhood Education Center in Teresina-PI.To construct the data, a semi-structured interview was used with three teachers who work at this institution and who work with students with ASD in the classroom.As for the theoretical foundation, the research was based mainly on studies by Miranda and Filho (2012), Lima (2006), Valle and Maia (2010) and Cunha (2012).Data analysis was outlined based on what Bardin (2016) proposes.To this end, the following categories were defined: Routine and adaptations in the inclusion of children with Autism Spectrum Disorder (ASD); Teaching strategies and support in serving students with Autism Spectrum Disorder (ASD) and Difficulties and teaching challenges in the inclusion of students with Autism Spectrum Disorder (ASD).In this sense, the results reveal challenges that teachers encounter in the school context, among them, for the most part, a certain concern regarding adaptations that, in fact, meet the individual needs of students, as well as the availability of human and pedagogical resources, in addition to the more present participation of the family.