O PDI da Secretaria de Educação de Minas Gerais e as especificidades de aprendizagem de crianças TEA : componentes do PDI para promover a inclusão escolar de crianças TEA

Abstract

The Individual Development Plan (IPD) is an instrument used in public schools in the state of Minas Gerais to monitor students subjected to special education procedures. These are students with disabilities, global development disorders, or students who are highly skilled or highly gifted. The PDI provides curriculum adaptations so that the school becomes more accessible to this public. Among the beneficiaries of the use of the instrument are students with Autistic Spectrum Disorder (ASD). The disorder manifests early and these students learn in specific ways. This paper aims to analyze the IPD proposed by the Education Secretariat of the State of Minas Gerais (SEE / MG), in 2018, based on the weakened learning aspects of TEA students: the executive functions, the theory of the mind and the central coherence theory. For the analysis, the concept of Situation of Inclusion was used as a possible indicator of the learning process of autistic students. The IPD was analyzed in order to answer whether it can help teachers in building strategies for autistic students. The results show that, despite the importance of the IPD, it is not assertive in the sense of helping the process of inclusion of students with ASD in ordinary schools.