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Publication
Relação entre escola e família no processo de inclusão do aluno com perturbação do espectro do autismo
| Name: | Description: | Size: | Format: | |
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| 2.51 MB | Adobe PDF |
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Abstract(s)
O presente estudo procura aprofundar a importância da relação escola/família no processo de inclusão do aluno com Perturbação do Espectro do Autismo” (PEA). Ao longo da fundamentação teórica foi possível percorrer sobre o diagnóstico e o tratamento do aluno com PEA, bem como, as rotinas das famílias, as dificuldades enfrentadas por elas e o acompanhamento no processo de aprendizagem do aluno com estas características. Pelo exposto, esta investigação buscou responder a duas questões:
1. Em que momento a escola promove e articula trabalhos com pais e professores para tratar da inclusão do aluno com PEA?
2. Que ações a escola implementa para eliminar as barreiras atitudinais e promover a inclusão do aluno com PEA?
Com o intuito de responder a estes questionamentos, foram elencados três objectivos específicos: 1. Identificar como a família contribui com o processo de inclusão do aluno com PEA na educação regular. 2. Verificar como a escola proporciona a inserção das famílias no processo de inclusão do aluno com PEA. 3. Verificar se a relação escola e família pode interferir no processo de aprendizagem do aluno. A orientação metodológica adotada relaciona-se com uma abordagem qualitativa. Participaram da pesquisa, 13 (treze) professores do Ensino Regular (Regente), 05 (cinco) professores de Apoio, 01 (um) coordenador pedagógico e 01 (um) diretor. Tivemos também, como participantes 05 (cinco) famílias, cujos filhos têm PEA. Como instrumento de recolha de dados, utilizou-se uma entrevista para os profissionais da escola e uma entrevista para as famílias. Os resultados alcançados demonstraram-nos a importância da relação entre a escola e a família para o processo de aprendizagem do aluno com PEA. Quando a família se mostra presente, o aluno tem condições de avançar e evoluir no processo de socialização e aprendizagem na escola.
The present study seeks to deepen the importance of the school/family relationship in the process of inclusion of students with Autism Spectrum Disorder” (AEP). Throughout the theoretical foundation, it was possible to go over the diagnosis and treatment of the student with ASD, as well as the routines of the families, the difficulties faced by them and the follow-up in the student's learning process with these characteristics. Therefore, this investigation sought to answer two questions: 1. When does the school promote and coordinate work with parents and teachers to address the inclusion of students with ASD? 2. What actions does the school implement to eliminate attitudinal barriers and promote the inclusion of students with ASD? In order to answer these questions, three specific objectives were listed: 1. Identify how the family contributes to the process of inclusion of students with ASD in regular education. 2. Check how the school provides the inclusion of families in the process of inclusion of students with ASD. 3. Check if the school and family relationship can interfere in the student's learning process. The methodological orientation adopted is related to a qualitative approach. 13 (thirteen) teachers from Regular Education (Regent), 05 (five) support teachers, 01 (one) pedagogical coordinator and 01 (one) director participated in the research. We also had 05 (five) families as participants, whose children have ASD. As a data collection instrument, an interview with school professionals and na interview with families were used. The results achieved showed us the importance of the relationship between the school and the family for the learning process of the student with ASD. When the family is present, the student is able to advance and evolve in the process of socialization and learning at school.
The present study seeks to deepen the importance of the school/family relationship in the process of inclusion of students with Autism Spectrum Disorder” (AEP). Throughout the theoretical foundation, it was possible to go over the diagnosis and treatment of the student with ASD, as well as the routines of the families, the difficulties faced by them and the follow-up in the student's learning process with these characteristics. Therefore, this investigation sought to answer two questions: 1. When does the school promote and coordinate work with parents and teachers to address the inclusion of students with ASD? 2. What actions does the school implement to eliminate attitudinal barriers and promote the inclusion of students with ASD? In order to answer these questions, three specific objectives were listed: 1. Identify how the family contributes to the process of inclusion of students with ASD in regular education. 2. Check how the school provides the inclusion of families in the process of inclusion of students with ASD. 3. Check if the school and family relationship can interfere in the student's learning process. The methodological orientation adopted is related to a qualitative approach. 13 (thirteen) teachers from Regular Education (Regent), 05 (five) support teachers, 01 (one) pedagogical coordinator and 01 (one) director participated in the research. We also had 05 (five) families as participants, whose children have ASD. As a data collection instrument, an interview with school professionals and na interview with families were used. The results achieved showed us the importance of the relationship between the school and the family for the learning process of the student with ASD. When the family is present, the student is able to advance and evolve in the process of socialization and learning at school.
Description
Keywords
Família Escola Inclusão Perturbação do espectro do autismo Aprendizagem Family School Inclusion Autism spectrum disorder Learning