Física e Educação Inclusiva: um relato de experiência de estratégias para a inclusão de um estudante com TEA

Abstract

The education has undergone many changes over the years. However, we know that inclusive education is still greatly neglected and classroom adaptations are still challenging. Therefore, when speaking of inclusive education, it means including all students, regardless of their specificities, in the classroom. This study aims to analyze pedagogical practices used for teaching Physics in the 1st year of High School, focusing on a student with Autism Spectrum Disorder (ASD). To grasp the topic, it was necessary to provide a brief contextualization on Inclusive Education, Autism, and the use of experiments in Physics Education. Thus, a bibliographic review related to the theme was carried out, highlighting some authors such as Carvalho (2005), Lima (2013), Mantoan (2012), among others. The results showed that when experimental activities were used in the classroom, students had greater engagement and learning, not only the student with disabilities. Therefore, the study demonstrates the importance of using experiments in Natural Sciences Education, and the adaptation of content for a better understanding of teaching and learning.