Ensino de física para estudantes autistas

Abstract

Although the current era is known as “the era of inclusion”, discussions and research that seek teaching methodologies that actually dialogue with the student who is within the autism spectrum disorder (ASD) is uncommon. In this work, a questionnaire was applied, to 31 individuals who are within the spectrum, about the way they learn and how their respective experiences were during basic education, as well as a bibliographic survey about the theme. From the analysis of this questionnaire it was possible to verify that in addition to the lack of interest in the contents present in the curricular base resulting from the disorder, there is also the lack of preparation of teachers and the difficulty in living with colleagues who together make the teaching process- learning of these students a real challenge. Based on these and other reflections, such as answers given by the interviewed students about their hyperfocuses and possible correlations with subjects offered in basic education and the lack of conditions for the application of this research, the present work proposes a teaching plan that uses as the student's hyperfocus tool, thus bringing interdisciplinarity, which connects the subject of greatest interest to the subject taught by the teacher, in addition to also seeking to make teachers aware, with a primary focus on physics teachers, about the reality of young people with ASD .