Abstract

BARBERINI, Karize Younes. Schooling autism in regular education and pedagogical practices. Cad. Pós-Grad. Distúrb. Desenvolv. [online]. 2016, vol.16, n.1, pp. 46-55. ISSN 1519-0307.

With the advent of inclusive process, the subject of Autistic Schooling starts to be discussed in different educational levels. The belief that all students should be assisted in their needs, makes schooling process adjust to the characteristics of special students who are attending normal school. In this sense it questions the existence of differentiated pedagogical practices to educate students diagnosed with autism in regular education. To answer this question, we aim to identify whether there are different pedagogical practices to meet students diagnosed whit autism in regular education. The methodology used for this study has a qualitative approach, having as instruments the observation of the practices developed, and the application of a questionnaire to the teachers of the classes evaluated. The observation in the classroom and the analysis of the questionnaires show the difficulties encountered by teachers to implement activities for students with autism by not knowing the pedagogical practices focused on learning of these students, however, they use differentiated materials as aid in the implementation of activities, also providing these resources to other students. Thus, aiming at the inclusion of students with autism in the school environment, the activities are the same for the whole class.

Keywords : Autism; Pedagogical practice; Schooling process.

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