Ensino remoto emergencial nas aulas de matemática: desafios no processo de inclusão de alunos com TDAH e TEA

Abstract

Emergency remote teaching is something new and, everyone is still adapting to it, especially teachers with the use of technology in online basic education classes. Besides all the adaptations, it is necessary to think of manners to include the students within this new reality, without segregation, especially the students with special educational needs. Thus, this research aims to investigate how emergency remote teaching in mathematics classes has influenced the teaching-learning process of students with ADHD and ASD. The research was conducted in a private school in the municipality of Cuité-PB with students with ADHD and ASD in the teacher and researcher's 6th and 8th-grade classes. In the methodology, the qualitative approach was used, with the observation in loco as an instrument in the data collection. The analysis of this data is qualitative according to the ideas of GIL (2002), in which there are three stages: reduction, display, and conclusion/verification. Thus, it was investigated how the emergency remote teaching in mathematics classes influenced the teaching-learning process of students with ADHD and ASD. Thereby, it is possible to conclude that the difficulties found were the lack of interaction of students and not being able to see them through the webcams, making it sometimes difficult to identify whether they were paying attention to the class or if they were distracted by other things around them.