The Continuing Education to Include Students with Autism Spectrum Disorder: Looking at Adapted Assessments

Abstract

There is an urgent need for the Brazilian school to achieve better conditions for teaching in diversity. The realization of specific pedagogical actions of teaching knowledge, such as continuing education in the perspective of inclusive education, will open the spheres of knowledge to all students, respecting their particularities. The implementation of the necessary actions for the teaching of students with autism, especially within Mathematics Education, an area of majority commitment of this public, passes diametrically through the training and specialization of the teaching staff of a school. Thus, the article aims to present the development and application of a training course, given to teachers of Basic Education, with the theme Autism Spectrum Disorder, in order to investigate the impact of a course of this nature on the accuracy in adapting assessments. It was possible to verify that the course taught by the researcher in fact taught general approaches and specific strategies that help educators in a deliberate and proactive way to design instructions that respond to the variability of students present in their classrooms, and the material developed and used during the training. They represent broad structures that provide guidelines and strategies to make the curriculum accessible to students with the profile according to our model.