| dc.description.abstract | Special education only received special attention from 1970 onwards, but only in mid-1988 that the children with special needs were guaranteed their rights to access regular schools. There are a lot of educational laws that guarantee the rights of these people, (Lei Nº. 8.0698, 1990; Declaração de Salamanca, 1994) but for this to happen in a meaningful way, the teaching part must reflect and think about appropriate pedagogical practices. In the context of Additional Language teaching, this reflection becomes even more salient, since teachers generally have few weekly moments with each group of students, which can make the work of understanding the need and profiles and, based on these, planning inclusive pedagogical practices more complex. Added to this, in the specific case of this work, the fact that classes are taking place in an online environment, with synchronous meetings between teacher and students, which makes the task of planning and conducting classes in the context of inclusion even more complex. For this scenario, the objective of this work is to analyze the inclusive pedagogical practices that are used in an English language classroom with a student with Autistic Spectrum Disorder (ASD). Therefore, a qualitative study work was developed (Dias, 2000) with the description in a logbook of 17 English classes at a private high school. After the data collection, an analysis was performed in order to understand how this context is organized and which pedagogical practices are used. By analyzing the practices, the aim is to understand which are the inclusive movements that the teacher performs and how the student, and the class, project themselves in these movements. The analysis supports the importance of pedagogical planning having a careful look that is both welcoming and inclusive, (Silveira et al, 2015) and reinforce that there are no unique steps or methods for the inclusion process. (Provin; Klein, 2015) | en |
