Experiências de inclusão escolar de crianças com Transtorno do Espectro Autista (TEA) por meio da política de Atendimento Educacional Especializado (AEE) em uma escola pública de Oeiras-PI

Abstract

This study investigates the school inclusion experiences of children with autism spectrum disorder (ASD) in a public school in Oeiras-PI, focusing on Specialized Educational Assistance (AEE) and integration with regular classrooms. The inclusion of students with ASD is ensured by legislation such as the Brazilian Inclusion Law and the National Policy for the Protection of the Rights of Persons with ASD. The objective of the research was to analyze pedagogical strategies and collaboration between teachers to promote the social and cognitive development of autistic students. The methodology used was a qualitative research approach, combining the application of questionnaires and direct observation in a public school. The research subjects included teachers from the Multifunctional Resource Room (SRM), teachers from the regular classroom, an autistic student, and a family member. The results showed that, although SRM offers effective support with adapted materials and inclusive strategies, there are still challenges in collaboration between SRM and regular classroom teachers. The lack of joint planning and ongoing training limits the effectiveness of school inclusion. The research concluded that the articulation between the AEE and the regular classroom needs to be strengthened to guarantee the integral development of students with ASD, highlighting the importance of greater training and collaboration between teachers.