The special education service for students with autism in the municipal educational system of Manaus-AM

Abstract

This is a synthesis of the findings of a master’s research in education. This research categorized the organization and operation of the special education service (atendimento educacional especializado – AEE), carried in multifunctional resources classrooms (salas de recursos multifuncionais – SRM), which cared for students with autism in the municipal educational system of Manaus. The research followed the dialectical method and used the descriptive qualitative approach. Five schools equipped with multifunctional resources classrooms within the municipal educational system of Manaus were chosen as a locus for data collection. The data itself was collected through semi-structured interviews applied to teachers participating in the research. Interviews were analyzed through Bardin’s content analysis (1977). Results and discussions of data were organized according to the following categories of analysis: forwarding; developed activities; profile of the teachers working in the AEE; and partnerships. Findings revealed that the elements in this study explain the understanding that the inclusion process, through AEE, permeates inclusive educational public policies and indicates that the organization and operation of SRMs are key to develop inclusive contexts for students with autism.