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Publication
As perspetivas dos professores sobre a participação das crianças com perturbação do espectro do autismo, nas salas do 6º ano do ensino regular, numa escola de Santarém (BR)
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| 40739 | 1.6 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Hoje, vive-se uma época em que todos os ambientes devem trabalhar com a inclusão, principalmente no ambiente escolar, pois é no mesmo, que o indivíduo é preparado para viver em sociedade. A inclusão é muito mais que o inserir, é mais do que o simples fato de matricular na escola. A inclusão para realmente fazer jus à palavra dita, precisa acompanhar uma preparação tanto do próprio professor quanto da escola. Este estudo tem como objetivo geral compreender quais as perspectivas dos professores face à inclusão dos alunos com Perturbação do Espectro do Autismo (PEA) em sala de aula, no que se refere ao conhecimento sobre a problemática, ao ensino aprendizagem e às necessidades de formação. Foi realizado em uma escola Privada de Ensino Regular na cidade de Santarém no Pará. Trata-se de um estudo descritivo, de tipo qualitativo, no qual foi aplicado uma entrevista a aplicação de uma metodologia de investigação baseada numa abordagem do tipo qualitativo, através de um inquérito por entrevista a doze professores 6º ano do Ensino Fundamental. Este estudo foi submetido a plataforma Brasil. Concluiu-se que foi a experiência dos entrevistados com alunos com PEA que mudou as perspectivas quanto a participação desses alunos uma vez que até terem essa experiência não tinham informaram não ter recebido formação em Educação Especial ou sobre Autismo. Os docentes relatam que concordam que todos os alunos, incluindo os que possuem PEA tem o direito de assistirem as aulas nas turmas de 6 º do ensino regular. Todavia necessitam de suporte e adaptações para que possam desenvolver o seu planejamento nas turmas de forma incluir a todos e a escola deve estar a somar dando esse apoio pedagógico para que se desenvolva o ensino e aprendizagem dos alunos. Consideram que as dificuldades e preocupações no trabalho com os alunos com PEA, são um desafio a ser enfrentado todos os dias nas salas de aula de ensino regular, como por exemplo a falta de comunicação e interação social e a falta muitas vezes de profissionais de apoio para somarem aos docentes das salas regulares no processo de ensino e aprendizagem. Conclui-se ainda que os professores procuram desenvolver estratégias diferenciadas para dar o suporte adequado e individualizado a cada aluno com necessidades especiais.
Today, we live in a time when all environments must work with inclusion, especially in the school environment, because it is in the same, that the individual is prepared to live in society. Inclusion is much more than inserting, it is more than the simple fact of enrolling in school. Inclusion to really live up to the word said, needs to accompany a preparation of both the teacher himself and the school. This study aims to understand the perspectives of teachers regarding the inclusion of students with Autism Spectrum Disorder (ASD) in the classroom, with regard to knowledge about the problem, teaching and learning and training needs. It was carried out in a Private School of Regular Education in the city of Santarém in Pará. It is a descriptive study, of qualitative type, in which a research methodology based on a qualitative type approach was applied through an interview survey to twelve teachers 6th year of Elementary School. This study was submitted to the Brazil platform. It was concluded that it was the interviewees' experience with pupils with ASD that changed their perspectives on the participation of these pupils since until they had this experience they reported not having received training in Special Education or on Autism. Teachers report that they agree that all students, including those with ASD, have the right to attend classes in 6th grade regular education classes. However, they need support and adaptations so that they can develop their planning in classes in order to include everyone and the school must be adding this pedagogical support to develop the teaching and learning of students. They consider that the difficulties and concerns in working with students with ASD are a challenge to be faced every day in regular education classrooms, such as the lack of communication and social interaction and the lack of support professionals to add to the teachers of regular classrooms in the teaching and learning process. It is also concluded that teachers seek to develop differentiated strategies to give adequate and individualized support to each student with special needs.
Today, we live in a time when all environments must work with inclusion, especially in the school environment, because it is in the same, that the individual is prepared to live in society. Inclusion is much more than inserting, it is more than the simple fact of enrolling in school. Inclusion to really live up to the word said, needs to accompany a preparation of both the teacher himself and the school. This study aims to understand the perspectives of teachers regarding the inclusion of students with Autism Spectrum Disorder (ASD) in the classroom, with regard to knowledge about the problem, teaching and learning and training needs. It was carried out in a Private School of Regular Education in the city of Santarém in Pará. It is a descriptive study, of qualitative type, in which a research methodology based on a qualitative type approach was applied through an interview survey to twelve teachers 6th year of Elementary School. This study was submitted to the Brazil platform. It was concluded that it was the interviewees' experience with pupils with ASD that changed their perspectives on the participation of these pupils since until they had this experience they reported not having received training in Special Education or on Autism. Teachers report that they agree that all students, including those with ASD, have the right to attend classes in 6th grade regular education classes. However, they need support and adaptations so that they can develop their planning in classes in order to include everyone and the school must be adding this pedagogical support to develop the teaching and learning of students. They consider that the difficulties and concerns in working with students with ASD are a challenge to be faced every day in regular education classrooms, such as the lack of communication and social interaction and the lack of support professionals to add to the teachers of regular classrooms in the teaching and learning process. It is also concluded that teachers seek to develop differentiated strategies to give adequate and individualized support to each student with special needs.
Description
Keywords
Inclusão Autismo Professores Formação Inclusion Autism Teachers Training