Abstract

The school is characterized as an important space for the development of social and cognitive competences of children, including those with Autism Spectrum Disorder (ASD). Given this context, this study investigated the teachers ‘experience regarding the inclusion of students with ASD, contemplating teachers’ feelings and practices. It is a qualitative research, exploratory and transverse in nature. Four teachers from early years of elementary school who had a student with ASD enrolled in the class participated. A semi-structured interview was used and the analysis was qualitative, through thematic analysis. It was shown that the first feelings that emerged in teachers were fear and insecurity. After the period of adaptation, these feelings changed, becoming safety in their work. Regarding the pedagogical practice, it was verified that the teachers made pedagogical adjustments according to the characteristics of each student.

Details

Title
SCHOOL INCLUSION AND AUTISM: TEACHERS’ FEELINGS AND PRACTICES
Author
Weizenmann, Luana Stela  VIAFID ORCID Logo  ; Fernanda Aparecida Szareski Pezzi  VIAFID ORCID Logo  ; Regina Basso Zanon  VIAFID ORCID Logo 
Section
PAPER
Publication year
2020
Publication date
2020
Publisher
Associacao Brasileira de Psicologia Escolar e Educacional ABRAPEE
ISSN
14138557
e-ISSN
21753539
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1590/2175-35392020217841
ProQuest document ID
2780039423
Copyright
© 2020. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.