COLLABORATIVE TEACHING: CHALLENGES AND POSSIBILITIES IN THE CONSTRUCTION OF THE INDIVIDUALIZED CARE PLAN FOR STUDENTS WITH ASD

Abstract

This study aims to investigate the inclusive processes in the Municipal Education Network of a school in the interior of the state of São Paulo, focusing on students with ASD, accompanied by the specialist teacher in the regular classroom. In addition, it was sought to verify, from documentary analysis, evidence of collaborative work in the student's Individualized Care Plans and in the Special Education Guidelines in the Inclusive Perspective of the municipality. This is a qualitative, descriptive and documentary study, being developed in a municipal elementary school, in the early years, in a city in the interior of the State of São Paulo. Data collection was carried out in documents such as: individualized teaching plans for the identification, production and evaluation of strategies and resources through collaborative work, comparing with the analysis of the Special Education Guidelines in the Inclusive Perspective of the municipality. In view of the data, it was possible to perceive the existence of collaborative work among teachers in serving Special Education students in the Inclusive Perspective, since the document demonstrated, in general terms, the contents planned for the semester, guiding which content should access in the didactic material, the temporal organization, giving predictability to the disciplines provided for in the regular education curriculum,  as well as participation in the preparation of plans and processes for the evaluation of students with ASD.