CHALLENGES FACED BY TEACHERS IN THE DOM INOCÊNCIO MUNICIPAL EDUCATION SYSTEM—PI—IN WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

The significant increase in the number of children diagnosed with Autism Spectrum Disorder (ASD) means that schools must be prepared to welcome and include these students so that they can learn and develop to their full potential. This raises the question: Are teachers and education professionals prepared to work with these students? In light of this issue, the objective of this study was to analyze the challenges faced by teachers in the municipal school system of Dom Inocêncio, Piauí, when working with autistic children. The study employed a qualitative approach, and the data were analyzed using Bardin’s (2016) categorical content analysis. Data and information were collected via Google Forms and sent via WhatsApp to five teachers in the municipal education system of Dom Inocêncio, Piauí. Based on the responses received, it was possible to identify significant difficulties faced by teachers working in the early grades of elementary school when working with children with autism spectrum disorder, making it evident that these teachers do not feel pedagogically prepared. The responses also confirmed that inclusion does not occur in practice, pointing to an emerging need for continuing professional development for teachers in the system.