ESTRATÉGIAS E DESAFIOS NA INCLUSÃO E EDUCAÇÃO DE ESTUDANTES COM TRANSTORNO DO ESPECTRO DO AUTISMO (TEA) EM UMA ESCOLA ESTADUAL DE PORTO NACIONAL – TO

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a significant issue, given the importance of full participation and equal opportunities for these individuals. And their contribution to the construction of a more inclusive and equitable society. This study investigates educational inclusion in practice, focusing on the strategies and challenges faced by Portuguese Language teachers at a state school in Porto Nacional, Tocantins (TO). It is a qualitative (MINAYO, 2002), descriptive, and exploratory (GIL, 1991) research, which includes a bibliographic review. Data collection was conducted through semi-structured questionnaires applied to elementary school teachers (6th to 9th grade). Additionally, we observed classes in a 6th-grade classroom and conducted interviews with the Special Education teacher, using guiding questions. The research results revealed that the school fosters a welcoming environment for neurodivergent students; however, educational inclusion policies face obstacles in their implementation. The lack of financial and material resources limits the effective development of the inclusion process for students with ASD. Special education remains in transition, moving from the integration phase towards effective inclusion. Despite these limitations, the pedagogical team demonstrated a continuous commitment to promoting educational inclusion, adapting their practices to the available conditions and the resources to meet the needs of all students.

Keywords: Educational inclusion; Autism Spectrum Disorder (ASD); Strategies and challenges.