O ensino de geografia para alunos com transtorno do espectro autista (TEA)

Abstract

This research looks at the inclusion of students with Autism Spectrum Disorder (ASD) in Spectrum Disorder (ASD) within the scope of Geography teaching. The research therefore general objective is to understand the difficulties and challenges in the teaching-learning process of students with autism spectrum disorder (ASD) in mainstream education. The specific objectives are: to describe research that has presented successful Geography with students with ASD from 2014 to 2022; to analyze how Geography teachers perceive the process of including students with ASD; and, to report on the teaching-learning process of students with ASD in Geography classes. The research is qualitative and descriptive in nature. through bibliographic surveys, application of forms and field research observation in a public school in the city of Manaus. The results show that there is not much academic work in the area of geography teaching and teaching geography and autism, and the resources most used to develop the geographic geographic reasoning of students with ASD are resources with images, games and maps. The teachers describe the main difficulties in the process of including students with ASD as students with ASD are the lack of teaching resources made available by the school, overcrowded classrooms overcrowded classrooms, lack of technological resources, lack of continuing related to students with ASD and the lack of a mediating teacher for students who need this support. As for monitoring students with ASD, given the fact that the research subject was a student with mild autism, there were no significant difficulties in the teaching and learning process only needed occasional help and explanations. Keywords: Autism; Learning; Geography.