Perspectivas sobre o ensino de física para alunos com TEA na visão docente

Abstract

A Brazilian legislation ensures the right to education for individuals with Autism Spectrum Disorder (ASD) without any discrimination and in an egalitarian manner, aiming for equity amidst diversity. To achieve efficient education for this population, a broad range of processes is necessary, including teacher training, suitable physical environments, and qualified professionals, collectively providing a quality perspective for these students. Nationally, the provision of these processes is scarce. We elucidate the teaching perspective on physics education for students with ASD, encompassing teachers' academic training, their strategies and teaching methods, and assessments, considering communication with students and the challenges of teaching physics. Public policies should actualize education for students with ASD; however, various inefficient policy aspects hinder full equity in their education. Through our research, aimed at clarifying the perspective on physics education for students with ASD, we observe current issues stemming from infrastructure, academic training, and public policies. As compensation, there is a clear potential for improvement, enabling a civic education for students with Autism Spectrum Disorder.