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O bem-estar e o conhecimento sobre a perturbação do espetro do autismo, dos auxiliares de educação de uma instituição de ensino
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 35190 | 1.35 MB | Adobe PDF |
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Abstract(s)
É sabido que os ambientes escolares regulares permitem ao aluno com PEA uma igualdade de oportunidades e melhor preparação para a vida, contudo estes ambientes exigem ao aluno determinadas competências, como comunicação, socialização e imaginação. Um conjunto de competências que representam as maiores dificuldades em indivíduos com PEA, desta forma o esforço exigido para que estas crianças/adolescentes para que se integrem é mais elevado. Os auxiliares educativos são parte fundamental desta mudança, uma vez que se encontram presentes em grande parte do dia e das atividades escolares de alunos, incluindo as refeições. Deste modo, dada a importância dos auxiliares de educação na vida dos alunos é importante capacitar estes mesmos com competências que permitam não só proporcionar um melhor ambiente ao aluno, como também diminuir o impacto deste trabalho em si próprios. O objetivo desta investigação é avaliar e relacionar o conhecimento sobre PEA e o bem-estar nos auxiliares de educação. Para tal foi usada uma amostra de 20 participantes, divididos em dois grupos, um dos quais participou numa formação de 6h sobre Perturbação do Espetro do Autismo. Como materiais foram utilizados o consentimento informado, o WHOQOL-BREF e um questionário sobre PEA. A obtenção dos resultados foi feita através de uma análise quantitativa. Os resultados obtidos mostram que a formação foi bem-sucedida no sentido em que o conhecimento sobre PEA dos auxiliares de educação aumentou no segundo momento. Contudo, não foi possível relacionar o aumento do conhecimento sobre PEA com o bem-estar, uma vez que não existe correlação.
It's well known that regular school environments allow students with ASD equal opportunities and better preparation for life, but these environments require students to have certain skills, such as communication, socialisation and imagination. A set of skills that represent the greatest difficulties for individuals with ASD, so the effort required for these children/adolescents to integrate into the mainstream is a major challenge. Educational assistants are a fundamental part of this change, as they are present for a large part of the student's day and school activities, including meals. Therefore, given the importance of educational assistants in students' lives, it is important to train them with skills that not only allow them to provide a better environment for students, but also to reduce the impact of this work on themselves. The aim of this research is to evaluate and relate knowledge about ASD and well-being in educational assistants. To this end, a sample of 20 participants was used, divided into two groups, one of which took part in a 6-hour training course on Autism Spectrum Disorder. Informed consent, the WHOQOL-BREF and a questionnaire on ASD were used as materials. The results were analysed quantitatively. The results show that the training was successful in the sense that the educational assistants' knowledge of ASD increased at the second stage. However, it was not possible to relate the increase in knowledge about ASD to well-being, as there is no correlation.
It's well known that regular school environments allow students with ASD equal opportunities and better preparation for life, but these environments require students to have certain skills, such as communication, socialisation and imagination. A set of skills that represent the greatest difficulties for individuals with ASD, so the effort required for these children/adolescents to integrate into the mainstream is a major challenge. Educational assistants are a fundamental part of this change, as they are present for a large part of the student's day and school activities, including meals. Therefore, given the importance of educational assistants in students' lives, it is important to train them with skills that not only allow them to provide a better environment for students, but also to reduce the impact of this work on themselves. The aim of this research is to evaluate and relate knowledge about ASD and well-being in educational assistants. To this end, a sample of 20 participants was used, divided into two groups, one of which took part in a 6-hour training course on Autism Spectrum Disorder. Informed consent, the WHOQOL-BREF and a questionnaire on ASD were used as materials. The results were analysed quantitatively. The results show that the training was successful in the sense that the educational assistants' knowledge of ASD increased at the second stage. However, it was not possible to relate the increase in knowledge about ASD to well-being, as there is no correlation.
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Keywords
Perturbação do espetro do autismo Auxiliares Bem-estar Instituição de ensino Autism spectrum disorder Helpers Well-being Educational institution