Inclusão de alunos com TEA no ensino de matemática

Abstract

This study aimed to understand the challenges faced by students with autism spectrum disorder (ASD) in studying mathematics. It also aimed to identify and describe the experiences of active teachers, in order to discuss how to minimize the difficulties faced by students with ASD in the classroom. To this end, bibliographical research and field research were used as data collection methods, through the content raised in the theoretical framework on the role of the teacher, the challenges faced and the demands of seeking more knowledge every day. It also analyzed the particularity of students with ASD and their potential. The document is divided into several sections, including an introduction on the importance of school inclusion, a theoretical foundation on ASD and inclusive education, specific challenges in teaching mathematics to students with ASD, and inclusive pedagogical strategies. The results indicate that, although there are significant challenges, such as difficulties in communication and social interaction, the implementation of inclusive methodologies, such as the use of visual resources and practical activities, can improve the engagement and academic performance of students with ASD. The research also highlights the importance of ongoing teacher training and collaboration between families and schools for successful inclusion. Based on the data collected, it is possible to see the importance of closer monitoring of students with ASD by parents and teachers, making the classroom a pleasant environment for everyone, since the lack of understanding on the part of other students is a great challenge to be overcome. Finally, through the studies carried out and questionnaires applied, it was possible to confirm that students with ASD tend to be inclined towards mathematics from a very young age. The study concludes that the inclusion of students with ASD in mathematics teaching is an ongoing process that requires the collaboration of the entire school community and the development of innovative pedagogical practices.