Autores
Orientador(es)
Resumo(s)
A inclusão escolar de crianças com Perturbação do Espetro do Autismo (PEA) tem vindo a colocar desafios significativos às escolas e aos professores, exigindo adaptações pedagógicas, estratégias baseadas em evidência científica e um trabalho colaborativo entre docentes, famílias e equipas multidisciplinares. Neste contexto, torna-se fundamental compreender os fatores que favorecem uma educação verdadeiramente inclusiva, bem como as dificuldades que persistem na implementação de práticas educativas ajustadas às necessidades destes alunos. O presente estudo teve como objetivo compreender as dificuldades enfrentadas por escolas e docentes na inclusão de alunos com PEA, bem como identificar estratégias pedagógicas e modelos de intervenção sustentados pela evidência científica que possam contribuir para uma participação mais efetiva destes alunos no contexto educativo. Foram abordados modelos de intervenção amplamente reconhecidos, nomeadamente o modelo TEACCH, a Análise do Comportamento Aplicada (ABA), o Modelo Denver de Intervenção Precoce (ESDM) e a Integração Sensorial. Foram igualmente exploradas estratégias como o Plano Educativo Individual/Plano Educativo Individualizado (PEI), a Comunicação Aumentativa e Alternativa (CAA), as rotinas visuais e as histórias sociais, destacando o seu contributo para a promoção da comunicação, da autonomia, da participação e da aprendizagem em sala de aula. A investigação adotou uma metodologia qualitativa, de natureza descritiva, recorrendo à revisão da literatura científica e à realização de entrevistas semiestruturadas a dez docentes da educação pré-escolar de duas escolas privadas localizadas em Belém do Pará, Brasil. A seleção dos participantes foi efetuada através de uma amostragem não probabilística por conveniência, permitindo recolher informação sobre as experiências, perceções e práticas desenvolvidas pelos professores no contexto da inclusão de alunos com PEA. Os resultados evidenciam que a inclusão constitui um direito fundamental e que a sua concretização depende da formação contínua dos docentes, da disponibilidade de recursos pedagógicos adequados, do acesso a conhecimento científico atualizado e da articulação efetiva entre escola, família e equipa multidisciplinar. Conclui-se que o fortalecimento destas dimensões contribui para a implementação de práticas pedagógicas mais inclusivas, promovendo aprendizagens significativas, maior participação dos alunos e melhores oportunidades de desenvolvimento no contexto escolar.
The school inclusion of children with Autism Spectrum Disorder (ASD) has posed significant challenges for schools and teachers, requiring pedagogical adaptations, evidence-based strategies, and collaborative work among educators, families, and multidisciplinary teams. In this context, it is essential to understand the factors that promote genuinely inclusive education, as well as the challenges that remain in implementing educational practices tailored to the needs of these students. The present study aimed to understand the difficulties faced by schools and teachers in the inclusion of students with ASD, while identifying pedagogical strategies and scientifically supported intervention models that may contribute to their effective participation in educational settings. The study addressed widely recognised intervention models, namely the TEACCH model, Applied Behavior Analysis (ABA), the Early Start Denver Model (ESDM), and Ayres Sensory Integration®. It also explored strategies such as the Individualized Education Plan (IEP), Augmentative and Alternative Communication (AAC), visual schedules, and social stories, highlighting their contribution to promoting communication, autonomy, participation, and learning in the classroom. A qualitative descriptive methodology was adopted, combining a review of the scientific literature with semi-structured interviews conducted with ten preschool teachers from two private schools in Belém, Pará, Brazil. Participants were selected through non-probability convenience sampling, allowing the collection of information regarding teachers’ experiences, perceptions, and practices related to the inclusion of students with ASD. The findings indicate that inclusion is a fundamental right and that its effective implementation depends on continuous teacher training, the availability of appropriate educational resources, access to up-to-date scientific knowledge, and effective collaboration among schools, families, and multidisciplinary teams. It is concluded that strengthening these dimensions contributes to the implementation of more inclusive educational practices, promoting meaningful learning, greater student participation, and improved developmental opportunities within the school environment.
The school inclusion of children with Autism Spectrum Disorder (ASD) has posed significant challenges for schools and teachers, requiring pedagogical adaptations, evidence-based strategies, and collaborative work among educators, families, and multidisciplinary teams. In this context, it is essential to understand the factors that promote genuinely inclusive education, as well as the challenges that remain in implementing educational practices tailored to the needs of these students. The present study aimed to understand the difficulties faced by schools and teachers in the inclusion of students with ASD, while identifying pedagogical strategies and scientifically supported intervention models that may contribute to their effective participation in educational settings. The study addressed widely recognised intervention models, namely the TEACCH model, Applied Behavior Analysis (ABA), the Early Start Denver Model (ESDM), and Ayres Sensory Integration®. It also explored strategies such as the Individualized Education Plan (IEP), Augmentative and Alternative Communication (AAC), visual schedules, and social stories, highlighting their contribution to promoting communication, autonomy, participation, and learning in the classroom. A qualitative descriptive methodology was adopted, combining a review of the scientific literature with semi-structured interviews conducted with ten preschool teachers from two private schools in Belém, Pará, Brazil. Participants were selected through non-probability convenience sampling, allowing the collection of information regarding teachers’ experiences, perceptions, and practices related to the inclusion of students with ASD. The findings indicate that inclusion is a fundamental right and that its effective implementation depends on continuous teacher training, the availability of appropriate educational resources, access to up-to-date scientific knowledge, and effective collaboration among schools, families, and multidisciplinary teams. It is concluded that strengthening these dimensions contributes to the implementation of more inclusive educational practices, promoting meaningful learning, greater student participation, and improved developmental opportunities within the school environment.
Descrição
Palavras-chave
Autismo Perturbação do espetro do autismo Educação inclusiva Estratégias pedagógicas Formação docente Autism Autism spectrum disorder Inclusive education Pedagogical strategies Teacher training