O papel do professor e a inclusão escolar da criança autista

Abstract

In general, the Brazilian Educational Policy has promoted advances and setbacks, and in the case of inclusive politics, this reality is not different, since the normal and the pathological have always been immersed in a polarization regarding the understanding of what was rehabilitation and schooling. In the middle of this dichotomy the teacher's formation also had its impacts. Finding out how the school promotes the inclusion of autistic children in the full-time school pedagogical space was the general objective of this work. The methodology used was the case study, using a qualitative data collection, taking as a reference part of the inventory applied by Mendes in 2005 (Part A dedicated to the identification of participants and Part B with two categories: category 1: admission and reception of the child in the class and category 2: acceptance of the child with autism). The results pointed out that although the policy of inclusive education has offered advances, teachers' reports have pointed in the opposite direction, requiring more professional investment so that children can be welcomed and accepted in the educational space. It is necessary that the entrance and acceptance of the children with autism are in the planning in the school researched.