Specialized Educational Support Teacher (PAEE) and their work with autistic students: teachers’ perceptions of legislation, challenges, and collaborative work
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26876.080Abstract
This study aims to analyze High School teachers’ perceptions of the work carried out by the Specialized Educational Support Teacher (PAEE, acronym in Portuguese) with students with Autism Spectrum Disorder (ASD), based on the responsibilities established in Normative Instruction No. 001/2016 issued by the Paraná State Department of Education. This is a qualitative, exploratory, and descriptive study. Data were collected through focus groups with High School teachers who worked at a state public school in Paraná between 2020 and 2024. The data were analyzed using Bardin’s (2016) content analysis. The results indicate limited knowledge of the Normative Instruction, gaps in teachers’ understanding of the role of the PAEE, and difficulties in coordination among professionals. This context undermines collaborative and inclusive practices, highlighting the need to strengthen continuing professional development, dialogue among professionals, and the organization of school settings to foster more inclusive education.
Keywords: Specialized Educational Support. Specialized Educational Support Teacher. Autism Spectrum Disorder.
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