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Publication
A intervenção educativa nos alunos com perturbação do espectro do autismo
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Abstract(s)
A presente investigação foi desenvolvida com vista a melhorar a compreensão sobre a patologia do autismo, da inclusão de crianças com Perturbação do Espectro do Autismo no ensino regular e o interesse em aprofundar os conhecimentos sobre estratégias utilizadas pelos docentes para promoverem a inclusão e a aprendizagem destes alunos.
A metodologia de investigação utilizada é de natureza qualitativa. A amostra deste estudo foi de conveniência não probabilística pelo que os resultados não serão representativos, recorrendo-se a uma metodologia de recolha de informação com tratamento de análise de conteúdo qualitativo e quantitativo. Esta amostra é composta por cinquenta docentes (25 Educadores de Infância e 25 Professores de 1º Ciclo do Ensino Básico) de Agrupamentos de Escolas dos distritos de Lisboa e Setúbal, recorrendo a um estudo de caso. Para a obtenção de informações foi aplicado um inquérito por questionário. Com os dados obtidos a partir das respostas às várias perguntas, fez-se uma correlação desses dados com a literatura existente.
Relativamente aos resultados obtidos, estes permitiram-nos tecer considerações, nomeadamente: que face aos desafios atuais na construção de escolas inclusivas, os docentes do ensino regular, conseguem de algum modo promover a inclusão e a aprendizagem de alunos com PEA na sala de aula, utilizando estratégias diversificadas e adequadas. A maioria dos docentes não conhece os modelos de intervenção educativa para alunos com PEA, embora dentro dos que conhecem, quase todos conheçam o modelo TEACCH. Averiguamos que a formação em educação especial parece revelar-se de extrema importância para o conhecimento dos modelos de intervenção educativa. Verificou-se que independentemente de conhecerem ou não os modelos de intervenção educativa e apesar de terem alunos com PEA na sala de aula, a maioria dos docentes não implementa esses modelos. Esta apreciação dos resultados do nosso estudo parece ir de encontro a uma preocupação evidenciada na literatura, ou seja, das atitudes dos professores face à inclusão de alunos com PEA na sala de aula. Este estudo vem corroborar a importância da formação de professores.
The present investigation has been developed to better improve comprehension about the pathology of autism, the inclusion of children with Autism Spectrum Disorders (ASD) into regular schooling programs and in the interest of deepening the knowledge about the strategies used by educators to promote the inclusion and learning of these students. The methodology of the investigation is qualitative. The sample of this study was done by non-probability convenience so results will not be representative, thus resorting to a methodology of information collection resulting in a qualitative and quantitative content analysis. This sample is composed of 50 educators (25 early childhood educators and 25 primary school teachers) from clusters from the Lisbon and Setubal school districts, using case studies. Questionnaires were used in order to obtain information; with the data obtained a correlation was made between this data and existing literature. The obtained results permit us to conclude that facing the current challenges of the construction of universal schools, educators of regular schools are somehow able to promote the inclusion and learning of students with ASD in the classroom using diversified and adequate strategies. The majority of teachers do not recognize the models of educative intervention for students with ASD, although, among the ones who do almost all of them know the model TEACCH. We noticed that training in special education is of extreme importance for the understanding of educative intervention models. We verified that regardless of being familiar with the models or not, the majority of educators do not implement them whether or not they have students with ASD in the classroom. This assessment of the results of our study seems to come upon a preoccupation highlighted in literature, this being about the attitudes of teachers with regards to the inclusion of students with ASD in the classroom. This study comes to confirm the importance of the training of teachers.
The present investigation has been developed to better improve comprehension about the pathology of autism, the inclusion of children with Autism Spectrum Disorders (ASD) into regular schooling programs and in the interest of deepening the knowledge about the strategies used by educators to promote the inclusion and learning of these students. The methodology of the investigation is qualitative. The sample of this study was done by non-probability convenience so results will not be representative, thus resorting to a methodology of information collection resulting in a qualitative and quantitative content analysis. This sample is composed of 50 educators (25 early childhood educators and 25 primary school teachers) from clusters from the Lisbon and Setubal school districts, using case studies. Questionnaires were used in order to obtain information; with the data obtained a correlation was made between this data and existing literature. The obtained results permit us to conclude that facing the current challenges of the construction of universal schools, educators of regular schools are somehow able to promote the inclusion and learning of students with ASD in the classroom using diversified and adequate strategies. The majority of teachers do not recognize the models of educative intervention for students with ASD, although, among the ones who do almost all of them know the model TEACCH. We noticed that training in special education is of extreme importance for the understanding of educative intervention models. We verified that regardless of being familiar with the models or not, the majority of educators do not implement them whether or not they have students with ASD in the classroom. This assessment of the results of our study seems to come upon a preoccupation highlighted in literature, this being about the attitudes of teachers with regards to the inclusion of students with ASD in the classroom. This study comes to confirm the importance of the training of teachers.
Description
Keywords
Necessidades Educativas Especiais Inclusão Aprendizagem Perturbações do Espectro do Autismo Estratégias e Modelos de Intervenção Special Education Inclusion Learning Autism Spectrum Disorder Strategies and Models of Intervention