INCLUSION OF AUTISTIC CHILDREN: CHALLENGES OF TEACHING PRACTICE IN THE 4TH YEAR OF ELEMENTARY SCHOOL IN THE MUNICIPALITY OF AMARAJI-PE

Abstract

This study aimed to investigate the challenges faced by teachers at a municipal school in amaraji in the inclusion of autistic children in the 4th grade of elementary school. The specific objectives included identifying the main difficulties faced in the teaching-learning process, verifying the existence and quality of continuing education for support and regular teachers, and analyzing the school's practices aimed at the inclusion of autistic children. The methodology adopted is of a qualitative nature, which consisted of applying questionnaires to teachers designated p1 and p2 of a municipal school in the municipality of amaraji. This work is based on beyer (2007) and sanches and teodoro (2007). The results obtained indicated that the main difficulty faced is the lack of specific training of teachers to deal with the needs of autistic children. In addition, the lack of adequate resources and support was identified as a limiting factor for the implementation of effective pedagogical strategies. The conclusion points to the urgent need for investment in ongoing training for teachers and in the provision of adequate pedagogical resources to ensure effective inclusion and meeting the educational needs of all autistic children.