Resumo

CANAL, Sandra; ROCHA, Juliana dos Santos  e  SANTOS, Andreia Mendes dos. Inclusive education in higher education: Teaching desires and support actions for students with Autism Spectrum Disorder. Rev. Diálogo Educ. [online]. 2024, vol.24, n.81, pp.753-767.  Epub 21-Out-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.081.ao02.

This article refers to an excerpt from a master's degree research, which deals with the inclusion of students with ASD in Higher Education, and aims to analyze the challenges encountered at this level of education, with a view to Inclusive Education. As a theoretical reference, socio-historical psychology stands out in a dialogue between Vygotsky and other authors. This was a qualitative research, in which data were obtained through semi-structured interviews with specialized professionals from the Inclusive Education Support Center, teachers and course coordinators and analyzed using Discursive Textual Analysis (ATD). From the interpretative analyses, it can be inferred that professionals feel the need for continued training to work with students with ASD, in order to expand and build knowledge about their teaching, learning and sociability process. It was also evident that professionals want to be part of a support network that listens to their teaching desires, that helps to develop solutions and make referrals to the challenges that hinder the teaching-learning process for this audience. Regarding the University, there is a movement to create strategies that aim to facilitate the inclusion process. However, some contradictions were shown between the historically constructed organizational structure and the needs that the reality of inclusion of students with ASD demands, which entails a series of fundamental restructurings at the institutional level for inclusive education in Higher Education.

Palavras-chave : Autism Spectrum Disorder (ASD); University education; Inclusion; Teacher; Difficulties..

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