O aluno com Transtorno do Espectro Autista (TEA) e algumas considerações para a educação matemática

Abstract

The present work aims to describe aspects of the inclusion of students with Autism Spectrum Disorder (ASD) emphasizing teaching and learning in mathematics. The study was qualitative, of the bibliographic review type, in which we considered the legal documents that circulate for the inclusion of students with ASD; In addition to researches that have considered autism and possible relationships with Mathematics Education. Autism Spectrum Disorder is basically classified as a mental disability, which includes those in the recommendations made for Special Education. Three basic characteristics are marked in the TEA carrier: communication difficulty; Difficulty of social interaction; And difficulty of interest and stereotyped and repetitive activities. Regarding their educational development, three other obstacles arise: the parents' lack of preparation; The need for specific qualification of teachers; And the lack of structure of the institutions to meet the unique needs of the student in this condition. As for mathematics, the studies indicate that the teacher needs to identify activities that can assist him in the classroom with the autistic student, according to each case and degree of the disorder. Activities that emphasize visual stimuli are most effective, in addition to game development and manipulation of concrete materials, which are suggested as resources that can best contribute to meaningful mathematical learning for the autistic student.