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Autismo: inclusão ou integração
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Abstract(s)
A partir da assinatura da Declaração de Salamanca em 1994 todos passaram a ter direito à educação. Por conseguinte, cada vez estão mais presentes nas nossas salas de aula, crianças com Necessidades Educativas Especiais, mais em particular portadoras da Perturbação do Espectro do Autismo. Esta síndrome caracteriza-se essencialmente por um défice que afeta diretamente a socialização/ interação social, a comunicação/linguagem e a imaginação/jogo simbólico. Mas será que estas crianças estão incluídas ou apenas integradas? É sobre esta questão que recai o nosso estudo que é de carácter descritivo/exploratório.
Fizemos uma exaustiva revisão bibliográfica sobre tema e posteriormente entrevistámos 18 professores do 1º ciclo do ensino básico que têm nas suas salas crianças portadoras de PEA. Achámos que a entrevista seria o melhor instrumento para atingir os objetivos inerentes a este estudo: perceber realmente se os professores conhecem as principais características do autismo; Saber se distinguem corretamente os conceitos de integração e de inclusão; Conhecer as estratégias utilizadas pelos professores do ensino regular com os alunos com PEA em sala de aula; Apreender qual a opinião sobre a frequência destes alunos nas UEE.
From the signing of the Declaration of Salamanca in 1994 all have the right to education. Consequently, they are increasingly more present in our classrooms, children with Disabilities Special Educational, more particularly carriers of disturbance Autism Spectrum. Syndrome characterized primarily by a deficit that directly affect the socialization / social interaction, communication / language and imagination / symbolic play. But these children are only included or are integrated? It is on this question that lies our study of a qualitative nature. We did an exhaustive literature review on the theme for subsequently interview 18 teachers of the first cycle of Basic education that have children with Disabilities Special Educational. We thought that this would be the best instrument to achieve the goals inherent in this study: understand if teachers really know the main characteristics of autism; Whether distinguish correctly the concepts of integration and inclusion; Knowing strategies used by regular teachers with students with Disabilities Special Educational in the classroom; Apprehending which beliefs about frequency of these students in the Structured Teaching Units.
From the signing of the Declaration of Salamanca in 1994 all have the right to education. Consequently, they are increasingly more present in our classrooms, children with Disabilities Special Educational, more particularly carriers of disturbance Autism Spectrum. Syndrome characterized primarily by a deficit that directly affect the socialization / social interaction, communication / language and imagination / symbolic play. But these children are only included or are integrated? It is on this question that lies our study of a qualitative nature. We did an exhaustive literature review on the theme for subsequently interview 18 teachers of the first cycle of Basic education that have children with Disabilities Special Educational. We thought that this would be the best instrument to achieve the goals inherent in this study: understand if teachers really know the main characteristics of autism; Whether distinguish correctly the concepts of integration and inclusion; Knowing strategies used by regular teachers with students with Disabilities Special Educational in the classroom; Apprehending which beliefs about frequency of these students in the Structured Teaching Units.
Description
Keywords
Autismo Integração Inclusão Autism Integration Inclusion.