Autism Spectrum Disorder: Inclusion Practices in Primary School

Sónia Leite and Sónia Abrantes
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Sónia Leite: N2i - Polytechnic Institute of Maia
Sónia Abrantes: N2i - Polytechnic Institute of Maia

A chapter in Demographic Transitions, Health, and Well-Being, 2025, pp 271-281 from Springer

Abstract: Abstract This article was developed with a view to expanding knowledge about Autism Spectrum Disorders (ASD), the inclusion of primary school children with this disorder in regular education and to deepen knowledge about the practices used by teachers to promote inclusion and learning of these students. This work was developed based on a literature review and the application of a questionnaire survey, prepared using the Google Forms application, to a sample consisting of 62 teachers (41 from group 110 and 21 from group 910), from 3 Groupings of Schools in the municipality of Gondomar. This data analysis allowed us to perceive that the professors somehow manage to promote the inclusion and learning of students with ASD in the classroom, using diversified and adequate strategies. However, they still show some reticence regarding the implementation and operationalization of Decree-Law no. 54/2018 in schools.

Keywords: Autism spectrum disorders; Inclusion; Practices; Decree-Law 54/2018 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:spr:prbchp:978-3-031-94487-1_24

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DOI: 10.1007/978-3-031-94487-1_24

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