Educação inclusiva para crianças com transtorno do espectro autista: contribuições da mediação pedagógica

Abstract

The right to inclusive education, based on official documents, provides all children with global developmental disorder and typical behaviours, the right to education for all, regardless of their personal, physical or mental dispositions. for all, regardless of their personal, physical or mental dispositions, with the help of a professional support, if necessary. This work seeks to understand and reflect the practice and contributions of pedagogical mediation in the teaching-learning process of the student with ASD, as well as, if this inclusion is a reality as well as, if this inclusion is reality within schools, attending in an accessible way to the autistic child, with regard to school support and the training of the teaching staff to receive these students. A theoretical foundation is based on authors such as: Cunha (2015), Schwartzman (2003), Mercadante (2009), Rodrigues and Spencer (2015). The research is characterised as a field research, with a qualitative qualitative approach, and had as subjects of the study: 2 pedagogical advisors of SEMED, 1 regular class teacher and regular class teacher and 1 auxiliary teacher, who develops the function of pedagogical mediator. Their participation was decisive to understand the possibilities and difficulties in this teaching process. teaching process. After a bibliographical survey, it became evident that there are many policies that that defend this right, but in practice there are significant problems and difficulties for inclusion to happen. happen. The teacher and mediator feel insecure when assuming the responsibility of working for this cause. for this cause. It is concluded that this process of inclusion with the support of pedagogical mediation, should go through reformulations of the teaching staff and school structure in general and materialise in actions, because it is far from the reality sought by its applicants and by what advocates the national policy. Key words: Inclusive education. Pedagogical mediation. Autism spectrum disorder.