<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100225</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s15876</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Suporte educacional à inclusão de estudante com transtorno do espectro autista: atendimento educacional especializado na visão dos docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational support to the inclusion of student with autism spectrum disorder: educational service specialized in the view of teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Apoyo educativo a la inclusión del estudiante con trastorno del espectro autista: servicio educativo especializado en visión de los profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Rosana Zela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Miriam Adalgisa Bedim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Ailton Barcelos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Centro Oeste  ]]></institution>
<addr-line><![CDATA[Irati Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Centro Oeste  ]]></institution>
<addr-line><![CDATA[Irati Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo teve o objetivo de verificar quais são as estratégias pedagógicas utilizadas no ensino comum e no atendimento educacional especializado para uma educanda com transtorno do espectro autista (TEA). O método da pesquisa foi descritivo, com a aplicação de dois questionários e análise qualitativa dos dados. Os participantes do estudo foram três docentes, sendo duas do ensino comum e uma da educação especializada. Os questionários foram aplicados após a aprovação da pesquisa no Conselho de Ética. Os resultados indicaram que todas as professoras entendiam a educação inclusiva como forma de propiciar a todos os alunos a aprendizagem em um ambiente comum, com convívio e interação com os demais colegas. No que se refere à interação das professoras do ensino regular com a profissional do atendimento especializado, as docentes destacaram que buscam, juntas, formas de melhor repassar os conteúdos escolares à aluna com TEA, além de entenderem que, em relação ao trabalho colaborativo, há muitos desafios, como a antecipação de conteúdos para pensar estratégias de ensino que favoreçam a todos. Assim, pode-se constatar que o tema inclusão é um trabalho árduo e que muitos educadores ainda não conseguem identificar e entender que os alunos aprendem de forma e em tempos diferentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to verify which are the pedagogical strategies used in the common teaching and in the specialized educational attendance for a student with autism spectrum disorder (ASD). The research method was descriptive, with the application of two questionnaires, with qualitative data analysis. The study participants were three teachers, two from ordinary education and one from specialized education. The questionnaires were applied after the research was approved by the ethics committee. The results indicated that all teachers understood inclusive education as a way of providing all students with learning in a common environment, with conviviality and interaction with other colleagues. With regard to the interaction of regular education teachers with the professional of specialized care, the teachers stressed that together they seek ways to better pass on school content to students with ASD, in addition to understanding that, in relation to collaborative work, there are many challenges as the anticipation of contents to think teaching strategies that favor everyone. Thus, it can be seen that the inclusion theme is hard work and that many educators are still unable to identify and understand that students learn differently and at different times.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo verificar cuáles son las estrategias pedagógicas utilizadas en la docencia común y en la asistencia educativa especializada para una estudiante con trastorno del espectro autista (TEA). El método de investigación fue descriptivo, con la aplicación de dos cuestionarios y con análisis cualitativos de datos. Los participantes del estudio fueron tres profesores, dos de educación ordinaria y uno de educación especializada. Los cuestionarios se aplicaron después de que la investigación fuera aprobada por el Consejo de Ética. Los resultados indicaron que todos los docentes entendieron la educación inclusiva como una forma de brindar a todos los estudiantes com el aprendizaje en un entorno común, con la convivencia y la interacción con otros colegas. En cuanto a la interacción de los docentes de educación regular con el profesional de atención especializada, los docentes destacaron que, juntos, buscan formas de transmitir mejor los contenidos escolares a los estudiantes con TEA, además de entender que, en relación al trabajo colaborativo, existen muchos retos como la anticipación de contenidos para planear estrategias didácticas que favorezcan a todos. Así, se puede ver que el tema de la inclusión es un trabajo arduo y que muchos educadores aún son incapaces de identificar y comprender que los estudiantes aprenden de manera diferente y en momentos diferentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Colaborativo]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Teaching]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Escolar]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Colaborativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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