<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200213</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.4334</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INCLUSÃO DE ALUNOS COM AUTISMO EM SALA DE AULA E O PLANO EDUCACIONAL INDIVIDUALIZADO (PEI)]]></article-title>
<article-title xml:lang="en"><![CDATA[INCLUSION OF STUDENTS WITH AUTISM IN THE CLASSROOM AND THE INDIVIDUALIZED EDUCATIONAL PLAN (PEI)]]></article-title>
<article-title xml:lang="es"><![CDATA[INCLUSIÓN DE ALUMNOS CON AUTISMO EN LA EDUCACIÓN REGULAR Y EL PLAN EDUCATIVO INDIVIDUALIZADO (PEI)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Battistello]]></surname>
<given-names><![CDATA[Viviane Cristina de Mattos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Rosemari Lorenz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lisboa]]></surname>
<given-names><![CDATA[Elise Ribas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Feevale  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Feevale  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A inclusão de alunos com autismo em classes regulares ainda apresenta muitos desafios. O plano educacional individualizado (PEI) é uma ferramenta norteadora que pode ser muito útil no processo de inclusão. Considerando-se essa importância, este trabalho teve como objetivo geral refletir sobre as possibilidades do PEI diante dos processos formativos de estudantes com TEA no ensino regular e, como objetivos específicos, compreender a função do PEI e verificar como ele pode ser operacionalizado no contexto de sala de aula. Para responder esses objetivos, realizou-se uma pesquisa bibliográfica sobre o tema. Os estudos analisados indicam que o conceito do PEI ainda é recente no panorama brasileiro e, embora tenha amparo em políticas públicas educacionais, ainda é pouco utilizado nas escolas. E, quando é usado, além de ser denominado de formas diferentes, sua estrutura também não é padronizada. Ademais, verificou-se que, muitas vezes, faltam informações para elaborar um plano efetivo. Nesse sentido, fica evidente a necessidade de ampliar os estudos sob o viés de padronizá-lo minimamente e de operacionalizá-lo, visto que há divergências em relação à efetivação e ao monitoramento dos aspectos relacionados à vida escolar dos alunos com TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The inclusion of students with autism in regular classes still presents many challenges. The individualized educational plan (IEP) is a guiding tool that can be very useful in the inclusion process. Considering this importance, the general objective of this work was to reflect on the possibilities of the PEI in relation to the training processes of students with ASD in regular education and, as specific objectives, to understand the function of the PEI and verify how it can be operationalized in the context of the classroom. To answer these objectives, a bibliographical research was carried out on the topic. The studies analyzed indicate that the concept of PEI is still recent in the Brazilian panorama and, although it is supported by public educational policies, it is still little used in schools. And, when it is used, in addition to being called in different ways, its structure is also not standardized. Furthermore, it was found that there is often a lack of information to develop an effective plan. In this sense, the need to expand studies with a view to minimally standardizing and operationalizing it is evident, given that there are divergences regarding the implementation and monitoring of aspects related to the school life of students with ASD.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La inclusión de estudiantes con autismo en clases regulares todavía presenta muchos desafíos. El plan educativo individualizado (PEI) es una herramienta orientadora que puede resultar de gran utilidad en el proceso de inclusión. Considerando esta importancia, el objetivo general de este trabajo fue reflexionar sobre las posibilidades del PEI en relación con los procesos de formación de estudiantes con TEA en la educación regular y, como objetivos específicos, comprender la función del PEI y verificar cómo puede ser operacionalizados en el contexto del aula. Para responder a estos objetivos se realizó una investigación bibliográfica sobre el tema. Los estudios analizados indican que el concepto de PEI es aún reciente en el panorama brasileño y, aunque cuenta con el apoyo de políticas educativas públicas, aún es poco utilizado en las escuelas. Y, cuando se utiliza, además de llamarse de diferentes maneras, su estructura tampoco está estandarizada. Además, se encontró que a menudo falta información para desarrollar un plan eficaz. En este sentido, se evidencia la necesidad de ampliar los estudios con miras a su mínimamente estandarización y operacionalización, dado que existen divergencias en cuanto a la implementación y seguimiento de aspectos relacionados con la vida escolar de los estudiantes con TEA.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista (TEA)]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento escolar inclusivo]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica.]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder (ASD)]]></kwd>
<kwd lng="en"><![CDATA[Inclusive school planning]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice.]]></kwd>
<kwd lng="es"><![CDATA[Trastorno del Espectro Autista (TEA)]]></kwd>
<kwd lng="es"><![CDATA[Planificación escolar inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica.]]></kwd>
</kwd-group>
</article-meta>
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