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A relação colaborativa entre família e escola dos alunos com PEA, no primeiro ano do ensino fundamental
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| 1.89 MB | Adobe PDF |
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Abstract(s)
O processo de inclusão necessita de práticas específicas e atendimento especializado para todo o tipo de deficiência ou perturbação. A relação colaborativa entre a família e a escola no processo de aprendizagem do aluno com Perturbação do Espectro do Autismo (PEA), que se encontra no primeiro ano do ensino fundamental, é extremamente importante e necessária. Diante disso, essa temática justifica o objetivo principal deste trabalho, o de perceber em que medida a relação entre família e escola possibilita a melhoria do ensino/aprendizagem dos alunos com PEA, no primeiro ano do ensino fundamental. Desta forma, desenvolveu-se um estudo quantitativo, embora integre alguns dados qualitativos de caráter complementar. Os dados foram recolhidos com recurso à aplicação de questionários online, em função da pandemia COVID-19 que assola o país. Participaram da investigação 22 professores regentes, 23 professores de atendimento educacional especializado (AEE) e 20 famílias de crianças com PEA, tendo sido salvaguardadas todas as questões éticas. A recolha dos dados ocorreu nos meses de outubro e novembro de 2020. Os dados quantitativos foram tratados com a utilização do programa SPSS e os dados qualitativos complementares, com técnicas de análise de conteúdo. Os resultados indicaram que há a necessidade de aprofundamento e conhecimento por parte da família e dos professores, sobre as necessidades educativas especiais dos alunos, com o intuito de oferecer aos mesmos uma educação mais inclusiva. Ressalta-se a necessidade de aprofundamento e acompanhamento das relações família e escola, isso porque, a intervenção conjunta pode proporcionar ao aluno uma aprendizagem mais eficaz. E, por último, é preciso que a escola ofereça uma estrutura pedagógica mais inclusiva, de modo a garantir o avanço no processo de aprendizagem do aluno. Assim, espera-se com esta investigação contribuir para uma maior sensibilização relativamente a aspetos que podem influenciar o processo de aprendizagem e inclusão dos alunos com NEE no sentido deste poder ser mais efetivo e eficiente.
The inclusion process requires specific practices and specialized assistance for all types of disabilities or disorders. The collaborative relationship between the family and the school in the learning process of the student with Autism Spectrum Disorder, which is in the first year of elementary school, is extremely important and necessary. In view of the fact that this theme is justified as the main objective of this work, which was to understand the extent to which the relationship between the family and the school enables the improvement of teaching and learning of students with ASD in the first year of elementary school. Thus, a quantitative study was developed with the use of a questionnaire, which was sent to the participants through an online questionnaire, to the detriment of the pandemic that is plaguing the country. 22 conducting teachers, 23 ESA teachers and 20 families of children with ASD participated in the investigation, respecting the fact that all ethical issues were safeguarded. Data collection took place in October and November 2020 and the data were processed using the SPSS program. The results indicated that there is a need for deepening and knowledge on the part of the family and teachers, about the special educational needs of students, in order to offer them a more inclusive education. There is also a need to deepen and monitor family and school relationships, because the joint intervention between peers can provide the student with greater learning. And finally, it is necessary that the school offers a more inclusive pedagogical structure, to guarantee the progress in the student's learning process. Thus, it is expected that with this investigation the learning and inclusion process of students with SEN will be more effective and efficient.
The inclusion process requires specific practices and specialized assistance for all types of disabilities or disorders. The collaborative relationship between the family and the school in the learning process of the student with Autism Spectrum Disorder, which is in the first year of elementary school, is extremely important and necessary. In view of the fact that this theme is justified as the main objective of this work, which was to understand the extent to which the relationship between the family and the school enables the improvement of teaching and learning of students with ASD in the first year of elementary school. Thus, a quantitative study was developed with the use of a questionnaire, which was sent to the participants through an online questionnaire, to the detriment of the pandemic that is plaguing the country. 22 conducting teachers, 23 ESA teachers and 20 families of children with ASD participated in the investigation, respecting the fact that all ethical issues were safeguarded. Data collection took place in October and November 2020 and the data were processed using the SPSS program. The results indicated that there is a need for deepening and knowledge on the part of the family and teachers, about the special educational needs of students, in order to offer them a more inclusive education. There is also a need to deepen and monitor family and school relationships, because the joint intervention between peers can provide the student with greater learning. And finally, it is necessary that the school offers a more inclusive pedagogical structure, to guarantee the progress in the student's learning process. Thus, it is expected that with this investigation the learning and inclusion process of students with SEN will be more effective and efficient.
Description
Keywords
Perturbação do espectro do autismo Relação colaborativa Inclusão Ensino fundamental Autism spectrum disorder Collaborative relationship Inclusion Elementary school