ABSTRACT:
This study aims to analyze the beliefs and knowledge of specialized educational assistance teachers about the clinical characteristics of Autism Spectrum Disorder and its influence on learning. The cross-sectional study was conducted in two stages. The first stage is descriptive, with exploratory data analysis, and the second with an almost experimental pre- and post-test type design. The participants were 65 Special Education teachers, men, and women, currently working in the state schools of Pernambuco in the Sertão do Médio São Francisco Region. We used a structured questionnaire as a data collection instrument based on the Diagnostic and Statistical Manual of Mental Disorders 5th edition criteria and following the Guidelines of Special Education for Specialized Educational Care in K-12 education (special education modality). The results show that teachers have knowledge gaps about the disorder's clinical manifestations. Furthermore, they have difficulties regarding individualized assessment, preparation of the individual development plan, and implementation of pedagogical strategies and interventions.
Keywords:
autism spectrum disorder; mainstreaming education; special education; learning