THE DIFFICULTY OF THE TEACHING: LEARNING CHILDREN´S TEACHER WITH AUTISM SPECTRUM

Abstract

The main objective of this article is making a parallel between the child with ASD, his learning difficulties and the lack of academic preparation of the regular teacher. Compilations of texts, among them, articles and books were made in an attempt to make explicit these conflicting dynamics. The first social environment that will promote interaction, is the school and the child with Autism Spectrum Disorder who cannot relate, will immediately intend the teacher's skills. With this, he will find himself in a huge challenge in trying to provide teaching-learning to them. The lack of knowledge of the teacher and the lack of cooperation of the school will conflict that relationship. Thus, we realized the need to do a quantitative research with the teachers of the municipal network of the metropolitan region of Recife, where a questionnaire with 10 questions was applied to support the real difficulty of the teachers. We conclude after the tabulation of the results, that in addition to the importance of teacher qualification, he must be willing to deal with all the singularities of the child with this disorder, since prior knowledge will not always facilitate everyday life, but will help in the process of teaching-learning, the development of autonomy and empathy, between education professionals and students with Autism Spectrum Disorder.