Loading...
Publication
A intervenção do professor na inclusão de crianças com perturbações do espectro do autismo na educação infantil
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.09 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente trabalho aborda a temática da Intervenção do Professor na Inclusão de
crianças com Perturbações do Espectro do Autismo (PEA) na Educação Infantil. Tem
como objetivo geral compreender as dificuldades dos professores em relação a inclusão
dessas crianças, bem como, perceber as intervenções por meio de práticas pedagógicas
que os mesmos utilizam. O estudo desenvolveu-se em um colégio privado em Foz do
Iguaçu no estado do Paraná, onde foram entrevistados 15 professores da Educação
Infantil. Nesta investigação, optou-se pelo estudo de caso, com abordagem qualitativa
por meio de entrevista semiestruturada. Os resultados desta investigação, indicam que
os professores sentem que ainda não estão totalmente aptos para atender os alunos com
PEA, devido a defasagem da formação inicial que não agrega conhecimentos
específicos deste transtorno, seguido da falta de formação continuada. Sentem
necessidade de maior apoio pedagógico da instituição e afirmam que os recursos
materiais oferecidos não são suficientes para a prática pedagógica adequada à estas
crianças. Conclui-se também que apesar das dificuldades encontradas para inserir
crianças com PEA no contexto escolar, devido as especificidades que elas apresentam,
os professores têm boa receptividade com as mesmas e conseguem perceber avanços
pedagógicos nos seus alunos a partir da metodologia utilizada por eles. Como medidas
sugeridas, propõe-se uma formação mais especializada em Educação Especial para os
professores, tanto no que diz respeito à formação inicial como na formação continuada.
Para além disso, sugere-se que a instituição de ensino regular prepare com mais rigor
pedagógico, os materiais, os ambientes e os profissionais para atender as necessidades
das crianças com PEA.
The present work addresses the theme of Teacher Intervention in the Inclusion of Children with Autism Spectrum Disorders (PEA) in Early Childhood Education. Its general objective is to understand the difficulties of teachers in relation to the inclusion of these children, as well as to understand the interventions by Pedagogical practices they use. The study was developed at a private school in Foz do Iguaçu in the state of Paraná, where 15 teachers of Early Childhood Education were interviewed. In this investigation, the case study was chosen, with a qualitative approach through semistructured interview with open questions. The results of this research indicate that teachers feel that they are not yet fully qualified to serve students with PEA due to the lack of initial training that does not add specific knowledge of this disorder, followed by the lack of continuous training. They feel the need for greater pedagogical support from the institution and affirm that the material resources offered are not sufficient for the pedagogical practice appropriate to these children. It is also concluded that in spite of the difficulties found to insert the child with PEA in the school context, due to the specificities that it presents, the teachers have good receptivity with the same and can perceive pedagogical advances in its students from the methodology used by them. As suggested measures, a more specialized training in Special Education is proposed for teachers, both for initial and continuing education. In addition, it is suggested that the regular educational institution prepares, with more pedagogical rigor, the materials, the environments and the professionals to meet the needs of the children with PEA.
The present work addresses the theme of Teacher Intervention in the Inclusion of Children with Autism Spectrum Disorders (PEA) in Early Childhood Education. Its general objective is to understand the difficulties of teachers in relation to the inclusion of these children, as well as to understand the interventions by Pedagogical practices they use. The study was developed at a private school in Foz do Iguaçu in the state of Paraná, where 15 teachers of Early Childhood Education were interviewed. In this investigation, the case study was chosen, with a qualitative approach through semistructured interview with open questions. The results of this research indicate that teachers feel that they are not yet fully qualified to serve students with PEA due to the lack of initial training that does not add specific knowledge of this disorder, followed by the lack of continuous training. They feel the need for greater pedagogical support from the institution and affirm that the material resources offered are not sufficient for the pedagogical practice appropriate to these children. It is also concluded that in spite of the difficulties found to insert the child with PEA in the school context, due to the specificities that it presents, the teachers have good receptivity with the same and can perceive pedagogical advances in its students from the methodology used by them. As suggested measures, a more specialized training in Special Education is proposed for teachers, both for initial and continuing education. In addition, it is suggested that the regular educational institution prepares, with more pedagogical rigor, the materials, the environments and the professionals to meet the needs of the children with PEA.
Description
Keywords
Autismo Inclusão Professor Educação infantil Autism Inclusion Teacher Child education