Autism spectrum disorder and educational practices in professional education

Abstract

In the context of inclusive education, this research had as the objective to analyze the educational practices adopted in the schooling of a student with Autism Spectrum Disorder (ASD) in the Integrated Technical Education. The study was guided by a qualitative approach, as a case study. To collect the data, a documentary research and semi-structured interviews with the student with ASD, his parents and the teachers from the institution of the Federal Network of Professional, Scientific and Technological Education, in Belo Horizonte, State of Minas Gerais, Brazil, were carried out. To interpret the data, the Content Analysis was used, with the theoretical contribution of inclusive education and the literature on ASD. The results of this research point to the low enrollment numbers of people with autism in the Integrated Technical Education and to the effectiveness of the collaborative work, in interaction with the family, support actions for the student, curricular flexibilization, adjustments to assessments, didactic procedures and specific teaching proposals. These practices have resulted in more adequate conditions of schooling for the student with autism, but also with challenges to be overcome, concerning weaknesses in the training of educators and the need for institutionalization of guidelines and educational practices based on human diversity that expand the educational opportunities.