| Resumo: | Asperger Syndrome is a disorder in the autism spectrum, characterized by limitations covering social interaction, social communication and flexibility of thought. The inclusion of an Asperger student in a regular classroom, when possible, is the most appropriate type of educational service, because it offers various and flexible learning environments, that promote the child’s access to the curriculum. Aware of the decisive role of regular teachers assume in what concerns the educational success of all students, this research project, aimed to screen and objectify the difficulties experienced by these teachers in the educational context of interaction with students with Asperger Syndrome. We invited 123 teachers to answer a questionnaire that was translate and adapted to the Portuguese reality. These teachers thought the 2nd and 3nd level of education in the public schools of Great Lisbon. The participants were divided into two groups: 60 teachers who work with students with Asperger Syndrome and 63 teachers who have not thought students with this condition. Our results showed that although there are some positive inclusive indicators (attitudes in the staffroom, school organization and collaboration, involvement of parents and development of individual educational programs) in general, the teachers consider that the degree of autism is the most determinant of success criteria to include Asperger students. Personality characteristics are also mentioned. Moreover, teachers with experience also consider their academic skills. Overall, although the teachers equate the need to participate in specialized training, they have no knowledge concerning the Asperger condition, and there is a weak mobilization of appropriate strategies directed towards students. We analyze the contributions and limitations of our data and present a series of strategies that might aid in the inclusive process of students with Asperger syndrome. |
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