Saberes e práticas docentes na educação do aluno com transtorno do espectro autista (TEA): desafios, formação e possibilidades - uma revisão bibliográfica

Abstract

This study investigates the difficulties faced by teachers when working with students with Autism Spectrum Disorder (ASD). The general objective of this article is to investigate teaching knowledge and practices in the education of students with Autism Spectrum Disorder (ASD), from the perspective of literature. The specific objectives include: understanding what Autism Spectrum Disorder consists of; analyzing the conceptions and legal bases on Autism Spectrum Disorder among teachers, identifying different perspectives and understandings about ASD; examining the guidelines and recommended practices for teacher training, focusing on how to train these professionals to deal effectively with students with ASD; analyzing guidelines and recommendations for teacher training; identifying the main challenges for teachers regarding the inclusion of students with ASD. The choice of this theme is justified by the need to understand and improve pedagogical practices aimed at students with ASD, considering the growing need for inclusion of these students in regular schools. The methodology used was a literature review, with data collected from academic productions available on digital platforms. The results highlight the importance of specific teacher training to deal with the particularities of ASD and the need to create a welcoming and inclusive environment. In addition, the results show that the lack of resources and support can be a significant barrier to the inclusion of students with ASD. In conclusion, the study suggests that the inclusion of students with ASD requires a holistic and integrated approach, which considers the individual needs of each student and creates opportunities for the development of their skills and potential.