As práticas psicopedagógicas como estratégias de intervenção para alunos com Transtorno do Espectro Autista – TEA

Abstract

Early childhood education as part of basic education, and the carrying out of early diagnoses, especially in children with Autism Spectrum Disorder (ASD), provides inclusion in regular teaching classrooms, providing opportunities to reach educational experiences and knowledge that the school environment grants. The process of inclusive teaching for students with ASD has been the subject of several researches in recent decades. Therefore, this topic is relevant, considering the gradual increase in children diagnosed with ASD and, consequently, their inclusion in the school context. The research has a perspective on the role of the educational psychologist in the inclusion of autistic students, in which his role is to strive to organize and mediate the lack of knowledge of family members and teaching staff, to collaborate in the acquisition of learning by making adaptations, interventions and guidelines. Under the theoretical assumptions of Costa (2018), the role of the psychopedagogue is to contribute to the child's learning process by working on the preparation of components of various structuring axes, such as affective, cognitive, social and political engines. However, it aims to identify which pedagogical strategies can be beneficial for the teaching and learning of children with ASD enrolled in regular education, so that they acquire the necessary skills in order to remain in the real inclusion system. The psychopedagogue has a fundamental role in providing support to the teaching teacher and the school team, creating bridges with the purpose of eliminating the obstacles present between the student with ASD and knowledge, mainly, creating strategies together with other professionals, which can provide the ASD student an experience of different educational practices.