EDUCATIONAL INCLUSION OF THE STUDENT WITH AUTISM AND TEACHER TRAINING

Abstract

The present study has as main objective to identify how the formation and pedagogical practices of the teacher can contribute to the cognitive, emotional and social development of students with Autism Spectrum Disorder (ASD), as well as to analyze their family life. It is a qualitative approach, whose research instrument was the structured interview, which was directed to the coordinator of Inclusive Education of the Municipality of Ipojuca, the teacher and the autistic student's family. The results showed the fragility of Inclusive Education, especially when it comes to students with ASD. We find that this fact can be directly related to the formation of the teacher, who is not yet prepared to receive these students and the schoolthat does not offer methodological resources that provide a more effective learning for them. In addition to the teacher, we are also familiar with this student's family and how it helps in the development of it. Thus, the points that stand out are the difficulties encountered daily in the school for the student with autism, such as: lack of didactic resources, professional unpreparedness and, regrettably, the discrimination that is still very present in the school environment.