Práticas pedagógicas dos professores da sala regular para crianças com tea: um estudo de caso nos anos iniciais do ensino fundamental no município de Piripiri-PI

Abstract

The objective of this research was to analyze the pedagogical practices adopted by teachers in regular classrooms when working with children with Autism Spectrum Disorder (ASD) in the early years of elementary school in the municipality of Piripiri, Piauí. Using a qualitative approach, the study seeks to understand how teachers organize their teaching strategies, face the challenges of inclusion, and deal with diversity in everyday school life. Data were collected through semi-structured interviews, observations of teaching methods, and field notes, allowing us to identify the potential and limitations of teaching practices aimed at including students with ASD. Three teachers who work in grades 1 through 4 at a public school in the municipality of Piripiri, Piauí, participated in the study. The results showed that, although the teachers demonstrate interest and commitment to including students with ASD, they still face difficulties due to a lack of specific training and adequate resources. It was concluded that effective inclusion depends on continuing education focused on the needs of students with ASD and the support of the school and family in this process.