Resumo

GROSSI, Márcia Gorett Ribeiro; GROSSI, Vitor Gabriel Ribeiro  e  GROSSI, Breno Henrique Ribeiro. The process of teaching and learning of students with ASD in regular schools: a review of theses and dissertations. Cad. Pós-Grad. Distúrb. Desenvolv. [online]. 2020, vol.20, n.1, pp.12-40. ISSN 1519-0307.  https://doi.org/10.5935/cadernosdisturbios.v20n1p12-40.

This article aimed to review master's and doctoral dissertations that analyzed the teaching and learning process of students with autism spectrum disorder (ASD) in regular schools. Thus, a documentary research was done, in which documents from the bank of theses and dissertations portal of the Brazilian Institute of Information in Science and Technology (Ibict) were used. The study corpus consisted of 772 surveys. However, after a preliminary reading, 144 surveys were selected for analysis, since 419 were not focused on the teaching and learning process in regular schools and 209 appeared repeated in the search, which was carried out at the end of the 1st semester of 2019. It is worth noting that there was no time cut. The results revealed that, although the legislation pertinent to the topic has provided some guarantees and the number of students with ASD in regular schools has grown, the inclusion and learning of these students is not yet a reality, as inclusion does not mean just enrolling. The regular school still has a lot to do, such as, for example, the adaptation of its physical structures, changes in its pedagogical actions, use of assistive technologies and intervention methods, and the inclusion of functional curricula. It is also necessary to invest in the continuing education of teachers, given that their initial training has not prepared them to deal with students with ASD.

Palavras-chave : Autism spectrum disorders; Students with ASD; Special education; Teaching and learning process; Inclusion.

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