Exclusão, integração e inclusão de estudantes com o TEA sob a ótica de profissionais do AEE

Abstract

The present study was motivated by the investigative participation of an academic in training projects linked to the inclusion of children with Autism Spectrum Disorder (ASD) in the municipality of Itaqui/RS, where was observed a considerable level of misinformation, among teachers of basic education, regarding the particularities of these individuals. In this context, the inspiration and objective was to investigate the difficulties that regular education teachers face concerning the inclusion of children with ASD in three schools in the Municipality of Itaqui/RS, from the perspective of the Special Education professional needs. Thus, this work consists of a qualitative research of a basic nature, with data collected through a semi-structured interview and subsequent application of Bardin's (2011) content analysis technique, involving the stages of material preparation, coding, categorization, and inference formation related to authors and research focused on the area. The results demonstrated that inclusion still presents inconsistencies concerning the proposed paradigm, where the prevalence of integration in the educational context occurs, without distinguishing between the meaning of inclusion and integration. This is generated by the absence of educational public policies, specifically the lack of knowledge and public incentive for education professionals.