Abstract:
With this article, we seek to comprehend how four Elementary School teachers who work with Autism Spectrum Disorder (ASD) learners construe the term inclusion, and to analyse teaching practices in their mathematics lessons. The methodology was case study, and data collection was carried out through structured interviews that were audio-recorded. In this study, the concept of inclusion appears as both process and product. Our proposal has been based on the transcription of the interviews and discourse analysis to investigate the epistemological convictions and the teaching actions initiated by the teachers in their classrooms with ASD students. The results enabled us to conclude that even if on different levels, all of the teachers have expectations related to the learning of their students and believe in their potential, irrespective of the particular characteristics of individual learners.
Keywords:
Mathematics teaching; Basic education; Inclusive education; Autistic students