The inclusion of students with autism spectrum disorder in science and biology teaching: an analysis of normative guidelines and conceptions of basic education teachers in public schools in the municipality of Ibiara-PB

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in Science education is essential to ensure an education that promotes the emancipation and role of these individuals in society. The educational approach for this population must ensure respect for each student's needs and potential. Although Brazil has made progress in recent decades in ensuring the inclusion and retention of these students in regular education in basic education schools through the approval of legal provisions and the promotion of public policies, there are many challenges to be overcome in this scenario. Therefore, this study aimed to identify whether science and biology teachers working in the city of Ibiara, Paraíba, have knowledge about Autism Spectrum Disorder and the relevant training to provide services to students with ASD in basic education. To this end, a qualitative, exploratory, and descriptive study was conducted. The data collection was conducted through document analysis and interviews with a group of elementary school teachers who have students with ASD in their classrooms. The results revealed a lack of municipal documents establishing guidelines for the inclusion of this population in schools, as well as a lack of public policies capable of guaranteeing the rights of students with ASD. Analyzing the questionnaires completed by teachers, we observed a gap in their training. Despite this, the teachers demonstrated a commitment to promoting inclusive education. Therefore, we conclude that research of this nature is important, as it allows us to identify challenges in the science education of students with ASD that can be overcome, thus strengthening inclusive education.