Desenvolvimento de estratégias pedagógicas a partir da CARS Childhood Autism Rating Scale - versão em português, na inclusão escolar de crianças com TEA

Abstract

Educational institutions, even if arranged and supported by legislation that aims school inclusion, still have difficulties in meeting the special educational needs of students with disabilities, global development disorders and high ability / giftedness. The difficulty of teachers in identifying the characteristics Disorder Autism Spectrum (TEA) and the question on how to deal with a child diagnosed with ASD in the classroom inspired this work. The objective sought to rework the Childhood Autism Rating Scale (CARS-BR) descriptors under a pedagogical approach to be used as support in the choice of pedagogical strategies for the classroom. This development was based on discussions held in the Grupo de Estudo e Apoio a Profissionais e Pais de Autista (GEAPPA), formed by parents and teachers of children with ASD, setting this study as action research. As a result was produced a table where the pedagogical descriptions of the CARS-BR descriptors were presented. This result confirms the need for spaces for discussion and training that address all aspects of the process of school inclusion, such as public education policies, legislation, the school environment, the teaching strategies of teaching and learning and human relations that permeate school inclusion.