Análise do atendimento educacional especializado em 2024 e 2025: estudo e concepção de um guia orientador para fortalecimento de práticas pedagógicas inclusivas voltadas a alunos com TEA

Abstract

This research aimed to investigate the methods and techniques used in Specialized Educational Services (SES) in multifunctional resource rooms, to support the development of a guiding document that strengthens inclusive pedagogical practices aimed at students with disorders, high abilities, and/or giftedness. The developed product was named the LUMEN-TEA Guiding Document, composed of conceptual foundations on Autism Spectrum Disorder. The principles of Specialized Educational Services, discussions on educational barriers, as well as methodological guidelines, some suggestions for strategies, pedagogical applications and teaching resources for work in Multifunctional Resource Rooms. The methodology adopted for the research was a qualitative approach, using semi-structured questionnaires, observation, and informal conversations as techniques. Based on the field research conducted, the main results show that teaching practice in Specialized Educational Services (AEE), especially in Multifunctional Resource Rooms, presents weaknesses related to the systematic organization of pedagogical interventions, the intentional planning of activities, and the coordinated use of assistive resources and technologies aimed at students with Autism Spectrum Disorder (ASD). Data collected through questionnaires, observations, and informal conversations indicate that, although teachers demonstrate commitment to inclusion and sensitivity to students' needs, there are gaps in continuing education and in the appropriation of methodological strategies that more consistently guide pedagogical mediation. It was also observed that available resources are not always used in a planned manner aligned with the specific needs of students, which directly impacts the development of communication, social interaction, and learning. In this context, the results reinforce the need for guiding instruments that support teaching work from planning to monitoring learning, highlighting the relevance of developing the LUMEN-TEA Guiding Guide as pedagogical support to improve inclusive practices in Special Education Services.