Inclusion of students with autistic spectrum disorders in the initial years of fundamental education: the challenges faced by the teacher in this process

Abstract

the present article aims to investigate the challenges faced by teachers in the process of inclusion of the student with Autism Spectrum Disorder (ASD), in the initial years of Elementary School. To achieve this goal, we opted for qualitative research. We used as a data collection procedure, the semi-structured interview and non-participant observation, in two public schools in the city of Recife, chosen for having a proposal for the inclusion of students with ASD. The participants were five teachers who taught in the early years of Elementary School. Our analysis followed the content analysis perspective. The results pointed out that although the research subjects emphasize that they do not have any specialization / capacity to teach the demand, there is a concern in learning about the TEA to seek subsidies that promote the inclusion of these students.