<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Comunic]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2016000400167</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp167-183</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A inclusão escolar e o transtorno do espectro do autismo]]></article-title>
<article-title xml:lang="es"><![CDATA[La inclusión escolar y el trastorno del espectro autista]]></article-title>
<article-title xml:lang="en"><![CDATA[School inclusion and disorder autism spectrum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanches]]></surname>
<given-names><![CDATA[Isabel Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Siqueira]]></surname>
<given-names><![CDATA[Leni Porto Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Lusófona de Humanidades e Tecnologias  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>167</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A inclus&#227;o escolar de alunos com transtorno do espectro do autismo &#233; um tema controverso que vem sendo amplamente discutido nos meios acad&#234;micos e pela sociedade. A experi&#234;ncia docente e a investiga&#231;&#227;o realizada dentro dessa tem&#225;tica constatam que os alunos com transtorno do espectro do autismo est&#227;o sendo matriculados nas escolas regulares. Atendendo a esse fato, procurou-se por meio desta pesquisa refletir, para compreender, se as a&#231;&#245;es implementadas pelos professores est&#227;o correspondendo &#224;s necessidades educacionais desses alunos, tanto na classe especial como na classe regular. Optou-se pelo estudo de caso m&#250;ltiplo, tendo como sujeitos de investiga&#231;&#227;o quatro alunos com autismo, dois frequentando a classe regular e dois a classe especial. Por meio da observa&#231;&#227;o da trajet&#243;ria e atua&#231;&#227;o desses alunos e seus professores em classe, chegou-se &#224; conclus&#227;o da urg&#234;ncia de ressignificar a pr&#225;tica pedag&#243;gica para dinamizar e favorecer a aprendizagem do aluno com autismo e, ainda, que a inclus&#227;o desses alunos nas classes da rede regular &#233; poss&#237;vel, configurando-se o melhor ambiente para desenvolver suas potencialidades, visto que para muitos deles &#233; o &#250;nico lugar de conviv&#234;ncia social e de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The school inclusion of students with autism spectrum disorder is a controversial topic that has been widely discussed in academic circles and by the society. The teaching experience and investigation carried inside this thematic concludes that students with autism spectrum disorder are being enrolled in regular schools. Given this fact, it sought to through this research, reflect to understand, if the actions taken by teachers are meeting the educational needs of these students in special classes and regular classes. We opted for the multiple case study, by having like research subjects, four students with autism, two frequenting regular class and two special class. Through observation of the trajectory and performance of these students and their teachers in class, we concluded the urgency to reframe a pedagogical practice that come to stimulate and support the learning of the person with autism spectrum disorder and, also, that the inclusion of these students in the class of the regular network is possible, by setting the best environment to develop their potential, since for many of them is the only place of social interaction and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La inclusi&#243;n escolar de alumnos con trastorno del espectro autista es un tema controvertido que ven siendo ampliamente discutido en los medios acad&#233;micos y por la sociedad. La experiencia como profesores y la investigaci&#243;n realizada dentro de esta tem&#225; tica constatan que los alumnos con trastorno del espectro autista est&#225;n siendo matriculados en las escuelas regulares. Atendiendo a este fato, se busc&#243; por medio de esta pesquisa reflexionar, para comprehender, si las acciones implementadas por los profesores est&#225;n correspondiendo a las necesidades educacionales de eses alumnos, tanto en la clase especial como en la clase regular. Se opt&#243; por el estudio del caso m&#250;ltiplo, tiendo como objeto de la investigaci&#243;n cuatro alumnos con autismo, dos frecuentando la clase regular e dos, la clase especial. A trav&#233;s de una observaci&#243;n de la trayectoria e acciones de eses alumnos y sus profesores, en clase, se lleg&#243; a conclusi&#243;n de la urgencia de replantear la pr&#225;ctica pedag&#243;gica para dinamizar y favorecer la aprendizaje del alumno con autismo y, tambi&#233;n, que la inclusi&#243;n de eses alumnos en las clases regulares es posible, configurando el mejor ambiente para desenvolver su agudeza, visto que para muchos de los alumnos es el &#250;nico espacio de convivencia social e de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Classe Regular]]></kwd>
<kwd lng="pt"><![CDATA[Classe Especial]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro do Autismo]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Regular Class]]></kwd>
<kwd lng="en"><![CDATA[Special Class]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="es"><![CDATA[La Inclusión Escolar]]></kwd>
<kwd lng="es"><![CDATA[Clase Regular]]></kwd>
<kwd lng="es"><![CDATA[Clase Especial]]></kwd>
<kwd lng="es"><![CDATA[Trastorno del Espectro Autista]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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