Uma reflexão acerca da inclusão de aluno autista no ensino regular

Abstract

The present work, at first, aims to analyze the inclusion of an autistic student enrolled in a regular seventh year room of fundamental teaching of a public, town school, in Juiz de Fora, Minas Gerais state. Among the various disabilities, the issue was chosen by the fact that the researcher, during the research, be a maths teacher of this student, diagnosed autistic, who is subject of this research. The research was done, based in a study, of the case through interviews semi-structured with the autistic student’s mother, here, named Leo, and three profissionals of the Fathers and Friends Association of Enable People, APAE, Juiz de Fora, MG, whose institution the student attends twice a week. At school, the research was done through a ‘child questionnaire’ apllied to the autistic student’s colleagues of his classroom; of questionnaire also semi-structured given to three teachers – physical education, arts and information technology – and with informal conversations, followed by noting down, with others teachers and students relating to the autistic student, as well as the observation of this special student, mainly, during the maths lessons. With these results, the favourable and unfavourable points were discussed relating to the inclusion and the legal documents of that inclusion in front of the formal brasilian education. At last, in front of the difficulty presented by the author, as a maths teacher, to find out activities that would help her in the classroom with the autistic student, once he hasn’t established the knowledge of the numbers, and in a second moment, this work aims the development of plays: certain manual and concrete activities to be applied and, later, analized as a contribution for a significant apprenticeship for the autistic student. During the research, the autistic student could have contact with such activities.