Inclusive Education: A Study on the Pedagogical Practices Used by Teachers in the Teaching and Learning Process of Students with Autism Spectrum Disorder (ASD) in the Municipality of Buriticupu-MA

Abstract

The main objective of this study was to investigate the teaching practices employed by teachers in the process of teaching and learning students with Autism Spectrum Disorder (ASD) in regular schools. The specific objectives were: to identify the main challenges and barriers faced by teachers when applying their teaching practices with students with ASD; to understand how educational resources can assist in the teaching and learning process of students with Autism Spectrum Disorder (ASD); and to propose educational resources that aid in the holistic development of students with Autism Spectrum Disorder (ASD) in the school environment. The research followed an exploratory and qualitative approach, defined as a case study, and was conducted with two teachers from regular classrooms, both in a municipal school network. The instruments used to collect information included observations and the application of questionnaires. The research was theoretically grounded in authors and documents such as Leo Kanner (1943), Bandim (2011), the Brazilian National Education Guidelines and Framework Law (LDBEN, 1996), the Brazilian Inclusion Law (LBI), Individualized Educational Plan (IEP), Bosa (2006), and Mantoan (2006). The results highlighted that despite limitations, the teachers' commitment to adapting their teaching practices to meet the specific needs of students with ASD was evident. Even in the face of limited resources, the teachers showed creativity and dedication in developing inclusive strategies that promote learning. The data analysis revealed, however, the urgent need for greater investment in public policies that prioritize the continuous professional development of teachers, provision of adequate materials, and the expansion of assistive technologies in the school context.