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Publication
Percepção dos professores do ensino fundamental sobre as práticas pedagógicas docentes na inclusão de alunos com transtorno do espectro autista
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| 1.26 MB | Adobe PDF |
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Abstract(s)
O presente estudo apresenta como temática o transtorno do espectro autismo, e como objetivo geral busca compreender a percepção dos Professores sobre as Práticas Pedagógicas, bem como as dificuldades que estes enfrentam para a inclusão de alunos com espectro autismo no ensino regular. O estudo que se considerou descritivo de cariz quantitativo, foi efetuado em duas escolas da rede pública do município de Mazagão/AP. O Transtorno do Espectro Autista está relacionado com a dificuldade de relacionamento a vários níveis, entre os quais a dificuldade de comunicação, afetividade, comportamento social, que perpassa por todos os níveis da escolarização. Participaram 20 docentes, sendo 14 do ensino regular e 6 de educação especial. Foram inquiridos através de um questionário com 49 (quarenta e nove) perguntas fechadas. Conclui-se que as práticas pedagógicas docentes na inclusão de alunos com TEA precisam ser diversificadas, ou seja, os professores (ensino regular e ensino especial) devem atuar de acordo com as necessidades educativas desses alunos, conforme a sua classificação: Nível 1 ou leve; ajuda substancial: Nível 2 ou moderado e ajuda muito substancial ou total: Nível 3 ou severo. Sendo assim, é pertinente ressaltar que estes profissionais precisam ter conhecimentos específicos sobre o Transtorno em estudo. É notório que existem muitos desafios enfrentados pelos professores diante do processo de ensino e aprendizagem dos alunos com TEA na rede regular de ensino, podendo destacar: a falta de um planejamento integrado entre professores do ensino regular e professores do ensino especial; a falta de investimentos na formação continuada de professores, sobretudo, os que atuam no ensino regular; a falta do desenvolvimento de projetos inclusivos na educação regular; a ausência dos pais e/ou responsáveis na aprendizagem dos alunos, dentre outros.
The present study presents the autism spectrum disorder as its theme and as a general objective to understand the perception of Teachers about Pedagogical Practices, as well as the difficulties they face for the inclusion of students with this Spectrum in regular education. The study, which was considered descriptive of a quantitative nature, was carried out in two public schools in the municipality of Mazagão/AP. Autism Spectrum Disorder is related to relationship difficulties on several levels, including difficulty in communication, affectivity, social behavior, which permeates all levels of schooling. 20 teachers participated, 14 from regular education and 6 from special education. They were surveyed through a questionnaire with closed questions, structured with 49 (forty-nine) questions. It is concluded that teaching pedagogical practices in the inclusion of students with ASD need to be diversified, that is, teachers (regular education and special education) must act according to the educational needs of these students, according to their classification: Level 1 or mild ; substantial help: Level 2 or moderate and very substantial or total help: Level 3 or severe. Therefore, it is pertinent to emphasize that these professionals need to have specific knowledge about the Disorder under study. It is clear that there are many challenges faced by teachers in the teaching and learning process of students with ASD in the regular school system, including: the lack of integrated planning between regular school teachers and special education teachers; the lack of investment in the continuing education of teachers, especially those who work in regular education; the lack of development of inclusive projects in regular education; the absence of parents and/or guardians in student learning, among others.
The present study presents the autism spectrum disorder as its theme and as a general objective to understand the perception of Teachers about Pedagogical Practices, as well as the difficulties they face for the inclusion of students with this Spectrum in regular education. The study, which was considered descriptive of a quantitative nature, was carried out in two public schools in the municipality of Mazagão/AP. Autism Spectrum Disorder is related to relationship difficulties on several levels, including difficulty in communication, affectivity, social behavior, which permeates all levels of schooling. 20 teachers participated, 14 from regular education and 6 from special education. They were surveyed through a questionnaire with closed questions, structured with 49 (forty-nine) questions. It is concluded that teaching pedagogical practices in the inclusion of students with ASD need to be diversified, that is, teachers (regular education and special education) must act according to the educational needs of these students, according to their classification: Level 1 or mild ; substantial help: Level 2 or moderate and very substantial or total help: Level 3 or severe. Therefore, it is pertinent to emphasize that these professionals need to have specific knowledge about the Disorder under study. It is clear that there are many challenges faced by teachers in the teaching and learning process of students with ASD in the regular school system, including: the lack of integrated planning between regular school teachers and special education teachers; the lack of investment in the continuing education of teachers, especially those who work in regular education; the lack of development of inclusive projects in regular education; the absence of parents and/or guardians in student learning, among others.
Description
Keywords
Inclusão escolar Transtorno do espectro autista Práticas docentes School inclusion Autism spectrum disorder Teaching practices