Given the growing demand of autistic students enrolled in the regular school network,
the object of research resulting in this dissertation was the form of educational planning
directed to this public. In this sense, the proposal took place in the elaboration of the
Individualized Educational Plan – PEI (hereinafter), for autistic students enrolled in the
regular education network in a school, in the city of Balsas, southern region of
Maranhão. This research aimed to understand how a collaborative pedagogical
practice is developed between teachers of regular education and special education in
the elaboration of the Individualized Teaching Plan - PEI for the autistic student. The
specific objectives were to reflect on the legal bases of Special and Inclusive
Education and its contributions in the elaboration of a PEI; to present pedagogical
planning as an intentional tool in the schooling of students with disabilities; accompany
the teachers of regular education and special education in the elaboration of the
Individualized Teaching Plan for the autistic student and propose an application to
guide the elaboration of the individualized educational plan for the target public student
of special education. The methodology used was qualitative based on the assumptions
of action research and also included documentary research and structured interviews.
As a theoretical framework we used the historical-cultural perspective of Vygotsky
(1994, 2007, 2010) articulated with the concept of intellectual disability presented in
his writings. As an educational product of the research, an application called PEI-
DIGITAL was elaborated - an app that can be used by the regular schools of the
municipal network, as a facilitating mechanism for the elaboration of the Individualized
Educational Plan for students with disabilities. This application will be for internal use
of the school, with mutual access between the teachers involved and that can be filled
collectively after the definitions of the objectives, goals, strategies and necessary
curricular adaptations. Finally, it was evidenced in the research, the importance of the
elaboration of the PEI through the collaborative work between the teachers of the
regular education and special education.
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