Specialized Educational Service for students with autism spectrum disorder at Associação Pestalozzi de Goiânia – Renascer Unit

Abstract

This qualitative study aims to understand how Specialized Educational Care (AEE) is provided for students with Autism Spectrum Disorder (ASD) at Associação Pestalozzi de Goiânia - Renascer Unit. A professor from the Specialized Educational Service of the aforementioned institution, who works with students with ASD, participated in the research. For data collection, semi-structured interviews were applied and a documental analysis of the institution's Pedagogical Political Project was carried out. Data were transcribed and analyzed using Bardin's (2011) content analysis technique. The results obtained reveal important questions about the AEE objectives to be achieved by children with autism, as well as the intervention plans developed based on their needs. In addition to describing the organization of care and the pedagogical practices developed by the teacher recommended by the TEACCH methodology (Treatment and Education for Autists and Children with Limitations), we sought to understand the adequacy of behavior and the socialization process to favor the construction of autonomy, according to its particularities. Furthermore, the present investigation highlights the relationship between the AEE teacher, the regular school teacher and the family of the child with ASD, as well as the pedagogical materials and multifunctional resources used in the care. Finally, it is concluded that the pedagogical work developed by the teacher in the AEE room is in line with the national documents that advocate inclusion, therefore, they result from the attempt to break the barriers that impede the construction of knowledge and the occurrence of dialogical and alterity relations between individuals.