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Publication
A Inclusão de Crianças com Transtorno do Espectro Autista no Ensino Regular
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Advisor(s)
Abstract(s)
O presente estudo foi desenvolvido com o intuito de conhecer as representações
de vários atores educativos face à inclusão de crianças autistas no ensino regular. Para
dar inicio à investigação, formulou-se uma questão de partida: “Qual a representação
que os vários intervenientes-chave, na inclusão de crianças com Perturbação do Espectro
Autista, têm sobre este processo e sobre a importância de um trabalho em equipa
multidisciplinar?”. A partir desta questão definiram-se três objetivos específicos: 1)
Conhecer as representações de vários agentes educativos face à inclusão de crianças
com necessidades educativas especiais e em particular com transtorno do espectro
autista nas escolas de ensino regular; 2) Conhecer os meios e recursos existentes para a
inclusão de crianças autistas e 3) Conhecer as representações de vários agentes
educativos relativamente às estratégias utilizadas para a inclusão de crianças autistas.
No sentido de dar resposta aos objetivos definidos e tendo em conta a temática
deste estudo, optou-se por uma abordagem metodológica qualitativa. Os dados foram
recolhidos por entrevista semiestruturada e foram sujeitos a análise de conteúdo.
Os resultados deste estudo permitiram afirmar que os vários atores educativos
que participaram neste estudo demonstraram uma postura de adesão à inclusão de
crianças com NEE nas escolas de ensino regular mas que deve ser analisado caso a caso
devido às especificidades da problemática. E, consequentemente referiram que são
necessários recursos humanos e materiais específicos para que a inclusão destas crianças
seja benéfica. Mencionaram que o trabalho cooperativo é um fator muito importante
porque permite dar continuidade ao trabalho desenvolvido com estas crianças. Por fim,
fizeram referência a algumas estratégias que utilizam no dia-a-dia para a inclusão destas
crianças.
The present study was developed with the intention of knowing the representations of several educational actors regarding the inclusion of autistic children in regular education. To start the investigation, a starting question was formulated: “What is the representation that the various key stakeholders, in the inclusion of children with autism spectrum disorders, have about this process and about the importance of multidisciplinary team work?”. Based on this question three specific objectives were defined: 1) To know the representations of various educational agents regarding the inclusion of children with special needs education and in particular with autism spectrum disorder in mainstream schools; 2) Know the existing means and resources for the inclusion of autistic children and 3) Know the representations of various educational agents regarding the strategies used for the inclusion of autistic children. In order to respond to the defined objectives and taking into account the theme of this study, a qualitative methodological approach was chosen. Data were collected through semi-structured interviews and were subjected to content analysis. The results of this study allowed us to affirm that the various educational actors that participated in this study demonstrated a posture of adherence to the inclusion of children with special needs education in regular schools, but that must be analyzed case by case due to the specificities of the problem. And, consequently, they mentioned that specific human and material resources are necessary for the inclusion of these children to be beneficial. They mentioned that cooperative work is a very important factor because it allows to continue the work developed with these children. Finally, they made reference to some strategies they use on a daily basis for the inclusion of these children.
The present study was developed with the intention of knowing the representations of several educational actors regarding the inclusion of autistic children in regular education. To start the investigation, a starting question was formulated: “What is the representation that the various key stakeholders, in the inclusion of children with autism spectrum disorders, have about this process and about the importance of multidisciplinary team work?”. Based on this question three specific objectives were defined: 1) To know the representations of various educational agents regarding the inclusion of children with special needs education and in particular with autism spectrum disorder in mainstream schools; 2) Know the existing means and resources for the inclusion of autistic children and 3) Know the representations of various educational agents regarding the strategies used for the inclusion of autistic children. In order to respond to the defined objectives and taking into account the theme of this study, a qualitative methodological approach was chosen. Data were collected through semi-structured interviews and were subjected to content analysis. The results of this study allowed us to affirm that the various educational actors that participated in this study demonstrated a posture of adherence to the inclusion of children with special needs education in regular schools, but that must be analyzed case by case due to the specificities of the problem. And, consequently, they mentioned that specific human and material resources are necessary for the inclusion of these children to be beneficial. They mentioned that cooperative work is a very important factor because it allows to continue the work developed with these children. Finally, they made reference to some strategies they use on a daily basis for the inclusion of these children.
Description
Keywords
Inclusão, Transtorno do Espectro Autista, Necessidades Educativas Especiais, Ensino Regular; Educação Especial. Inclusion, Autism Spectrum Disorders, Special Needs Education, Regular School, Special Education