Perspectives and practices about the inclusion of students with autism in Physics teaching

Abstract

The school is an important space for the development of social and cognitive skills of students with autism. In this context, this work verified the perspectives and practices in relation to the teaching of Physics of interns who accompany autistic students, aiming at the discussion about inclusion in the teaching and learning process. The methodology adopted is anchored in a bibliographical research that supports the descriptive study with a qualitative approach. The research instrument used was a semi-structured questionnaire, applied to two interns, undergraduate students who accompany autistic students in regular education, developed with a focus on Physics classes. The interpretative analysis of the collected data showed the need for teacher training courses, content adaptation and use of different pedagogical strategies so that the socialization of knowledge reaches all students during class.