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A atitude dos pares face a colegas com perturbações do espectro do autismo
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Abstract(s)
Com este estudo pretendeu-se analisar a existência ou não de uma relação entre o tipo de ensino (unidade de ensino estruturado para as perturbações do espectro do autismo vs inexistência de unidade) e as atitudes dos alunos face aos colegas com perturbações do espectro do autismo. De modo a verificarmos as relações entre estas variáveis, foi aplicada a escala Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH), que permitiu a análise das atitudes a nível cognitivo, comportamental e afectivo. Participaram no estudo 326 alunos, de ambos os sexos, do 4.º Ano de escolaridade matriculados em escolas públicas da rede de Lisboa. Na relação entre o tipo de ensino e as atitudes verificam-se diferenças (tendencialmente, os alunos das escolas com unidade de ensino estruturado têm atitudes mais positivas).
This study aimed to analyze the existence of a relationship between the type of education (teaching unit structured for autism spectrum disorders vs. no unit) and the attitudes of students in relation to colleagues with autism spectrum disorders. In order to verify the relationship between these variables, we applied the scale Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH), which permitted the assessment of attitudes to cognitive, behavioral and emotional components of attitudes. This study involved 326 students of both sexes, the 4 grade enrolled in public schools in the Lisbon school network. The relationship between the teaching type and attitudes was significant (tended, the students of schools with structured teaching units have more positive attitudes).
This study aimed to analyze the existence of a relationship between the type of education (teaching unit structured for autism spectrum disorders vs. no unit) and the attitudes of students in relation to colleagues with autism spectrum disorders. In order to verify the relationship between these variables, we applied the scale Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH), which permitted the assessment of attitudes to cognitive, behavioral and emotional components of attitudes. This study involved 326 students of both sexes, the 4 grade enrolled in public schools in the Lisbon school network. The relationship between the teaching type and attitudes was significant (tended, the students of schools with structured teaching units have more positive attitudes).
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Keywords
Autismo Atitudes face à Diferença Componente Cognitiva das Atitudes Componente Comportamental das Atitudes Componente Afectiva das Atitudes Autism Attitude towards Difference Cognitive Components of Attitudes Behavioral Components of Attitudes Affective Components of Attitudes