The teacher and the inclusion of autistic children

Abstract

The inclusion of children with Autistic Spectrum Disorder (ASD) in mainstream schools is a recurring and current theme in the educational context, laws defend the right of children with disabilities in mainstream education even with various discussions on this topic, there are a number of questions about inclusive practice and the teaching role, are teachers prepared to deal with the difficulties arising from inclusive education? Since this article is problematic: The role of the teacher in the face of the inclusion of children with Autism Spectrum Disorder (ASD). In that work, the Professor is seen as a mediator of the inclusion process, as he is the one who promotes the child's first contact with the classroom, being responsible for immersion in methodological and group activities with the class. This article seeks to investigate the role of teachers in the face of the inclusion of students with autism in the regular education system. As it is a bibliographic research, theoretical material from authors who develop relevant studies on the subject of the article was used and of great importance, some of them, Galdino (2011), Lopez (2011), Mello (2004), Melo; Lira; Facion (2008), Mousinho et. al (2010), Órru (2003). In general, the results indicated the need for the teacher to be prepared for school inclusion, which means, in this case, to insert differentiated and focused teaching methodologies. for the care of students with autism. The data also indicated the importance of establishing a good relationship between the teacher and the student with autism in order to guarantee their permanence and learning. Therefore, the relationship of a teacher and his role vis-à-vis students with disabilities, specifically here autism, can become essential for school inclusion to happen successfully.