Processos de gestão e inclusão de alunos com autismo na educação superior

Abstract

The objective of the work was to find out how teachers who form a specialization course in Educational Management think about the teaching and learning process for students with Autism Spectrum Disorder in Higher Education. This is a qualitative, descriptive study. As a method of data collection, semi-structured interviews were used that were applied through a tool made available by Google, Google forms, six participating teachers, trainers of the Specialization Course in Educational Management (CEGE / UFSM) agreed to participate. The analysis of the data took place through the categorical analysis of Bardin (2011). With the research findings, it was found that most participants did not have the experience of thinking about the classroom management process, in the teaching and learning of students with Autism Spectrum Disorder in Higher Education. They reported barriers such as lack of investment in continuing education, development of public policies and investment in actions in the community that address this theme. In conclusion, even if the teachers still did not have the experience of facing the inclusion of a student with ASD in Higher Education, they report the importance of this study for reflection on the theme. In this way, it is possible to affirm that the guarantee of educational inclusion in university spaces, depends, to a great extent, on the management processes, that is, it is important that the teacher has space for reflection in order to offer quality teaching learning. , ensuring access and permanence of students with ASD in Higher Education.