Resumo

SCHMIDT, Carlo et al. School inclusion and autism: a review of teacher perception and pedagogical practices. Psicol. teor. prat. [online]. 2016, vol.18, n.1, pp. 222-235. ISSN 1516-3687.

In line with the Paradigm of Inclusive Education, the National Policy on the Rights of Persons with Autism Spectrum Disorder (ASD) guarantees the enrollment of children with ASD in regular schools. As a result, the presence of these students in regular classes has grown significantly in the last three years. This phenomenon is described in theses and dissertations that precisely analyze teacher practices and conceptions concerning school inclusion of this population. The aim of this study is to synthesize, through a secondary analysis methodology, studies of this nature. Participants were 38 teachers described in six studies published between 2013 and 2015. The results suggest that teacher knowledge of autism is limited and that these professionals feel unprepared to educate this population. This study calls attention to the importance of continuing education in order to better prepare teachers to work in inclusive classes.

Palavras-chave : school inclusion; autism spectrum disorder; teacher perception; pedagogical practices; literature review.

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