SPECIAL EDUCATION AND ITS INTERFACES IN THE SCHOOL CONTEXT IN LIGHT OF PEDAGOGICAL PRACTICES FOR THE INCLUSION OF NEURODIVERGENT STUDENTS

Abstract

This study shares the experience of activities in the field of Supervised Internship in Special Education at José Veríssimo Municipal School in the municipality of Óbidos, Pará. The objective is to learn about and experience pedagogical practices in the school environment, in order to observe the difficulties and possibilities of approaching or distancing oneself from inclusive practices. The study is based on developing knowledge and skills for critical and reflective teaching in the light of special education. The methodological approach consists of field research and a bibliographic survey. Data collection was carried out through participatory observation, planning, and intervention, which revealed common challenges in the implementation of inclusive education, especially for students with Autism Spectrum Disorder (ASD). The results point to attitudinal barriers, a lack of specific training and qualified professionals, the absence of Individualized Education Plans (IEPs), and the applicability of personalized resources and strategies. It is concluded that it is essential to plan teaching that meets the specific needs of all students, seeking to introduce tools that promote access, participation, and expression among students.