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Publication
Alunos com Perturbação do Espetro do Autismo (PEA) e Bullying em contexto escolar
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| 2.7 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este trabalho foi realizado no âmbito do Mestrado em Ciências da Educação – Educação Especial da UFP. Neste estudo, abordou-se a problemática atual do fenómeno do Bullying em contexto escolar, associado a jovens com Perturbação do Espetro do Autismo (PEA), nomeadamente Autismo de Funcionamento Elevado (AFE) vulgarmente designado Perturbação de Asperger. Considerando as suas características e a revisão da literatura, estes alunos parecem estar expostos a maior risco de vitimação pelos pares. É, assim, essencial refletir sobre estratégias preventivas e reabilitativas face a esta problemática, para que sejam adaptadas aos jovens com PEA (AFE) e favoreçam a sua inclusão ao nível do contexto global escolar.
Para delinear uma intervenção realizou-se um estudo empírico, com metodologia qualitativa, utilizando a técnica da entrevista. Este estudo foi realizado numa Escola Básica e Secundária da região do Minho, numa turma do 3ºciclo (9ºano) que integra um aluno com PEA (AFE) e, previamente sinalizado pela Direção do Agrupamento, como envolvido no fenómeno do Bullying. Entrevistou-se os diferentes elementos da comunidade escolar que lidam diretamente com a turma participante no estudo e a problemática em questão: Adjunto do Diretor da escola, Docente/Diretor de Turma, Psicólogo, Professor de Educação Especial, Assistente Operacional, pais, e alunos, incluindo o aluno com PEA. Procurou-se ainda informação complementar sobre a temática junto do Presidente da Associação Portuguesa de Síndrome de Asperger.
Os resultados encontrados indicam que os diferentes participantes têm conhecimento/consciencialização do Bullying e da especificidade das PEA (AFE), demonstrando ter experiência com este tipo de situações, nas quais adotam um papel interventivo de forma cooperativa, exceto no caso dos colegas de turma que não têm perceção da especificidade destes alunos. Concluiu-se também a opinião comum de todos os participantes sobre o maior risco de vitimação de Bullying dos alunos com PEA (AFE). Verificou-se que as estratégias preventivas e reabilitativas implementadas na escola em estudo têm a ver essencialmente com a realização de reuniões e ações de formação com os vários elementos da comunidade educativa.
This work has been carried out within the scope of the Master in Education Sciences - Special Education of UFP. This study is addressed itself to the current issue of the Bullying phenomenon in the school context, associated to young people with Autism Spectrum Disorder (ASD), in particular High Performance Autism (HPA), commonly referred to as Asperger's Disorder. Taking into account their own characteristics and the literature review, these students seem to be exposed to a greater risk of victimization by peers. It is therefore essential to reflect on preventive and rehabilitative strategies to deal with this problem, so that they can be adapted to the youngsters with ASD (HPA) and to promote their inclusion in the whole school context. In order to outline an intervention, an empirical study with qualitative methodology has been carried out, using the interview technique. This study has been conducted at a Junior High School of Minho’s region, in a 3rd cycle of basic education class (9th grade) that includes a student with ASD (HPA) who has previously been identified as involved in the phenomenon of Bullying by the School Board. The different members of the school community that deal directly with the group participating in the study and in the issue concerned were interviewed, namely: the principal school, the Teacher / Class Director, the Psychologist, the Special Education Teacher, the Educational Assistant, the parents, and the students, including the student with ASD. Further information on the subject was also sought from the President of the Portuguese Association of Asperger Syndrome. The results show that participants have awareness of Bullying and the specificity of the ASD (HPA), demonstrating that they have experience with this type of situation, in which they adopt a cooperative role; except for the classmates, who do not have a perception of the specificity of these students. All participants agree that there is a greater risk of Bullying victimization of students with ASD (HPA). It has been found that the preventive and rehabilitative strategies implemented in the school under study have to do essentially with the holding of meetings and training actions with the different members of the educational community.
This work has been carried out within the scope of the Master in Education Sciences - Special Education of UFP. This study is addressed itself to the current issue of the Bullying phenomenon in the school context, associated to young people with Autism Spectrum Disorder (ASD), in particular High Performance Autism (HPA), commonly referred to as Asperger's Disorder. Taking into account their own characteristics and the literature review, these students seem to be exposed to a greater risk of victimization by peers. It is therefore essential to reflect on preventive and rehabilitative strategies to deal with this problem, so that they can be adapted to the youngsters with ASD (HPA) and to promote their inclusion in the whole school context. In order to outline an intervention, an empirical study with qualitative methodology has been carried out, using the interview technique. This study has been conducted at a Junior High School of Minho’s region, in a 3rd cycle of basic education class (9th grade) that includes a student with ASD (HPA) who has previously been identified as involved in the phenomenon of Bullying by the School Board. The different members of the school community that deal directly with the group participating in the study and in the issue concerned were interviewed, namely: the principal school, the Teacher / Class Director, the Psychologist, the Special Education Teacher, the Educational Assistant, the parents, and the students, including the student with ASD. Further information on the subject was also sought from the President of the Portuguese Association of Asperger Syndrome. The results show that participants have awareness of Bullying and the specificity of the ASD (HPA), demonstrating that they have experience with this type of situation, in which they adopt a cooperative role; except for the classmates, who do not have a perception of the specificity of these students. All participants agree that there is a greater risk of Bullying victimization of students with ASD (HPA). It has been found that the preventive and rehabilitative strategies implemented in the school under study have to do essentially with the holding of meetings and training actions with the different members of the educational community.
Description
Keywords
Perturbação do Espetro do Autismo (PEA) Autismo de Funcionamento Elevado (AFE) Bullying Inclusão Autism Spectrum Disorder (ASD) High-functioning Autism Bullying Inclusion