Knowledge and perceptions of teachers of Specialized Educational Services on Autism

Abstract

This article aims to understand the knowledge and perceptions produced by Specialized Educational Services (SEAs) teachers about students with Autism Spectrum Disorder (ASD). Using a qualitative approach, the research highlights the results of a case study conducted with three SEAs teachers working in the municipal education network of Caucaia, Ceará. The participants were interviewed through semi-structured interviews and the data analysis was based on content analysis. As a result, we found that the knowledge and perceptions of SEAs teachers about ASD are produced through the intertwining of several aspects, including the understanding of the role of SEAs in the inclusion process, the challenges experienced, ongoing training and the elaboration of the SEAs Plan, despite the poor working and training conditions offered by the municipality.