Análise da inclusão de pessoas com TEA (Transtorno do Espectro Autista) no ensino médio integrado ao técnico

Abstract

This study is part of Research Line 2: “Teacher Education, Professional Practice, and Educational Practices” and of the research group “Construction of Subjectivity Processes in the School Context”, both belonging to the Graduate Program in Education at Unoeste. The inclusion of students with Autism Spectrum Disorder (ASD) in Technical High School education has been gaining increasing prominence, aiming to ensure equal opportunities and access to quality education in accordance with the principles of educational inclusion. This movement seeks not only to guarantee the presence of these students in everyday school life but also to contribute to the construction of a fairer and more equitable society in which the differences and abilities of each individual are respected and valued. In Technical High School education, students with ASD face challenges that affect their school life in specific ways, particularly regarding pedagogical practices, teacher training, and the necessary adaptations. This research emerged from the concern about how the real inclusion of these students takes place and was guided by the following research question: “Which policies, pedagogical practices, resources, and institutional arrangements support the inclusion of students with ASD in High School and Technical Education, with impacts on participation, learning and social interaction?”. This dissertation was structured in a multipaper format, consisting of two studies. Study I, a scoping review, aimed to map recent scientific production on the inclusion of students with ASD in High School, identifying gaps and contributions that highlight the urgent need for personalized approaches that meet students’ specificities and promote their full participation. Study II, qualitative in nature and designed as a case study, was conducted with three students from an integrated Technical High School, seeking to understand how they perceive schooling processes and the elements that influence their inclusion. The results of both studies intertwine in the final considerations, providing a unified view of the characteristics of the inclusion of students with ASD at this educational level. The analysis shows that, although progress has been made, there are still challenges regarding teacher training, curriculum adaptation, and the promotion of a truly inclusive school culture. It concludes that the consolidation of public policies and individualized pedagogical practices is essential for these young people to achieve meaningful, autonomous, and equitable schooling—one that respects diversity and prepares all students for the challenges of life and work.