Alunos com autismo : grau de aceitação por parte dos pares
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Data
2013
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Resumo
As crianças com perturbações do Espectro do Autismo revelam acentuadas limitações ao nível das interacções sociais, tanto pela ausência de iniciação interativa com os seus pares, como pela falta de resposta às atitudes afetivas dos mesmos. Esta incapacidade para estabelecer relações sociais dificulta o convívio, mesmo quando os seus pares demonstram interesse em brincar.
Ao longo da realização deste trabalho, através das leituras, vários autores referiram a importância da promoção das competências sociais nestas crianças. Com este estudo procura-se saber como são aceites os alunos com perturbações do Espectro do Autismo pelos seus pares sem Necessidades Educativas Especiais em contexto escolar. Propõe-se, assim, recolher as opiniões de vários alunos que frequentam o mesmo centro escolar face à presença de um colega com perturbações do Espectro do Autismo, de modo a fazer uma análise dos dados obtidos, bem como a elaboração de um plano de intervenção para uma melhoria da situação problema.
Com base na análise das entrevistas realizadas no âmbito do estudo pode-se afirmar que os resultados da investigação revelam um contexto escolar positivo e empenhado no apoio aos alunos com perturbações do Espectro do Autismo. De acordo com os inquiridos e com os investigadores estudados na revisão da literatura é possível afirmar que o desenvolvimento das atividades lúdicas e um acompanhamento personalizado por um professor especializado, bem como a integração na turma, são fatores fundamentais para um melhor desenvolvimento global dos alunos em questão e para a prevenção de atitudes discriminatórias entre pares.
Children with Autism Spectrum disorders show marked limitations in terms of social interactions, both by the absence of social initiations with peers and the lack of response to the same affective attitudes. This inability to establish social relationships makes coexistence, difficult even when your peers show interest in playing. Throughout this work, through readings, several authors refer the importance of promoting social skills in these children. With this study we seek to find out how the students with Autism Spectrum disorders are accepted by their peers without special care in education in the school context. It is proposed, therefore, to gather the opinions of several pupils who go to the same school center, regarding the presence of a classmate with Autism Spectrum disorders, in order to make an analysis from the data obtained, as well as the development of an intervention plan to improve the problematic situation. Based on the analysis of the interviews made in the study we can say that the research results reveal a positive school environment and committed to supporting students with Autism Spectrum disorders. According to the respondents and the researchers studied in the literature review it can be said that the development of recreational activities and personalized coaching by a specialist teacher, as well as integration in a class, are fundamental factors for a better global development of students in question and for the prevention of discriminatory attitudes among peers.
Children with Autism Spectrum disorders show marked limitations in terms of social interactions, both by the absence of social initiations with peers and the lack of response to the same affective attitudes. This inability to establish social relationships makes coexistence, difficult even when your peers show interest in playing. Throughout this work, through readings, several authors refer the importance of promoting social skills in these children. With this study we seek to find out how the students with Autism Spectrum disorders are accepted by their peers without special care in education in the school context. It is proposed, therefore, to gather the opinions of several pupils who go to the same school center, regarding the presence of a classmate with Autism Spectrum disorders, in order to make an analysis from the data obtained, as well as the development of an intervention plan to improve the problematic situation. Based on the analysis of the interviews made in the study we can say that the research results reveal a positive school environment and committed to supporting students with Autism Spectrum disorders. According to the respondents and the researchers studied in the literature review it can be said that the development of recreational activities and personalized coaching by a specialist teacher, as well as integration in a class, are fundamental factors for a better global development of students in question and for the prevention of discriminatory attitudes among peers.
Descrição
Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, EDUCATION, SPECIAL EDUCATION, AUTISM, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR