AUTISM SPECTRUM DISORDER IN THE SCHOOL ENVIRONMENT: A VIEW FROM THE DISCIPLINE OF HISTORY Salomão Oliveira dos Reis, Edna Correia de Lima, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

This study investigated the interaction between students with Autism Spectrum Disorder (ASD) and the teaching of History in Elementary School II, emphasizing the need for inclusive pedagogical strategies and teacher preparation in public schools in Santos. It was identified that the early experience of socialization in early childhood education significantly contributes to the inclusion and engagement of students with ASD in History classes, suggesting the importance of continued monitoring and support of these students. The methodology adopted combined a bibliographical review on the evolution of History teaching in Brazil and teacher training with a case study of two 7th year students, focusing on adaptive pedagogical practices and the perception of teachers and parents about inclusion. It was observed that pedagogical strategies that incorporate visual resources and interactive activities are perceived as more effective, highlighting the need for teaching methods that align with the capabilities and interests of students with ASD. Furthermore, teacher training and preparation have emerged as critical areas, where the lack of specific training in inclusive education limits the effectiveness of adapted teaching practices. The results suggest that an inclusive educational approach, which promotes the development of critical skills and offers accessible teaching resources, can significantly improve the learning experience of students with ASD when teaching History. Therefore, the study highlights the complexity of inclusive History teaching in Elementary School II for students with ASD, highlighting the importance of adapted pedagogical strategies, continued teacher training and collaboration between school and family. These findings contribute to the advancement of educational policies aimed at effective inclusion and academic success for all students.