Desafios e estratégias de inclusão na transição escolar de estudantes com Transtorno do Espectro Autista (TEA): um estudo de caso no ensino médio integrado do campus Macapá/IFAP

Abstract

The study investigates the challenges and inclusion strategies present in the school transition of students with Autism Spectrum Disorder (ASD) to Integrated Upper Secondary Education at the Macapá Campus of IFAP, with the aim of identifying the main obstacles and pedagogical practices that influence the transition from the 9th grade of Lower Secondary Education (final years of Elementary Education) to the 1st year of Integrated Upper Secondary Education. The methodology adopted a qualitative approach based on a literature review and the analysis of semi-structured interviews conducted in person and through Google Forms. This procedure made it possible to understand how the transition is experienced by autistic students and how teachers respond to their specific needs. In addition, it allowed the identification, based on teachers’ reports, of the challenges they face and the pedagogical strategies employed to support students’ learning. The results highlight the perspectives of both autistic students and teachers, revealing that although some students experience this transition more smoothly, the process is not homogeneous. This reality points to the continuous need for adaptations, such as the adjustment of activities and assignments, in order to ensure effective learning. The study concludes that investing in appropriate transition strategies contributes to the academic and socioemotional development of students with ASD.