Crianças com transtorno do espectro do autismo : processo de inclusão em escolas da rede de ensino privado
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Data
2019
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Este estudo teve como principal objetivo compreender como os quatro pilares do
processo inclusivo, acesso, permanência, participação e desenvolvimento/sucesso, estão
a ser contemplados, na rede particular de Aracaju, para a inclusão das crianças de 8 anos
com Transtorno do Espectro do Autismo (TEA). Para esse fim, buscou-se caracterizar o
processo de acesso, permanência, participação e desenvolvimento/sucesso das crianças
com Transtorno do Espectro do Autismo, na rede particular de Aracaju, através da
opinião dos sujeitos inquiridos, de modo a identificar as principais dificuldades
vivenciadas e quais as estratégias que usam para superá-las, para incluir as crianças com
TEA, tendo em conta as opiniões dos sujeitos participantes da pesquisa. Pretendeu-se,
ainda, caracterizar as metodologias utilizadas para promover a inclusão das crianças
com TEA por meio da observação das práticas de sala de aula, com o intuito de
encontrar semelhanças e contradições entre as opiniões dos sujeitos inquiridos e estas
práticas observadas. Diante do que se precisou investigar, optou-se pelo estudo de caso,
em cujo âmbito desenvolveu-se uma pesquisa de caráter qualitativo, que se efetivou
com objetivo exploratório mediante a observação e a entrevista semiestruturada
realizada com coordenadoras, professoras e pais de alunos com TEA, num total de sete
participantes. A pesquisa constatou que a inclusão não se concretiza pelo simples fato
de ser assegurado o ingresso desses alunos no sistema educacional, pois, mesmo com as
conquistas e o amparo legal, a transformação da escola em um espaço para todos ainda
se constitui um desafio, no sentido de responder eficazmente à permanência,
participação e sucesso do aluno com deficiência/TEA no ambiente escolar.
This study had as main objective to understand how the four pillars of the inclusive process, access, permanence, participation and development / success, are being contemplated, in the private network of Aracaju, for the inclusion of 8 years old children with Autism Spectrum Disorder (ASD). To that end, we aimed to characterize the process of access, permanence, participation and development / success of children with Autism Spectrum Disorder in the private network of Aracaju, through the opinion of the subjects interviewed, in order to identify the main difficulties experienced and what strategies they use to overcome them, to include children with ASD, taking into account the opinions of the subjects participating in the research. It was also intended to characterize the methodologies used to promote the inclusion of children with ASD through observation of classroom practices, in order to find similarities and contradictions between the opinions of the subjects interviewed and these observed practices. Faced with what was necessary to investigate, the case study was chosen, in which a qualitative research was developed, which was carried out with an exploratory objective through observation and semi-structured interview with coordinators, teachers and parents of students with TEA, with a total of seven participants. The research found that inclusion is not achieved simply by the fact that these students are admitted into the educational system, because, even with the achievements and legal support, the transformation of the school into a space for all still constitutes a challenge, in the sense of responding effectively to the permanence, participation and success of students with disabilities / ASD in the school environment.
This study had as main objective to understand how the four pillars of the inclusive process, access, permanence, participation and development / success, are being contemplated, in the private network of Aracaju, for the inclusion of 8 years old children with Autism Spectrum Disorder (ASD). To that end, we aimed to characterize the process of access, permanence, participation and development / success of children with Autism Spectrum Disorder in the private network of Aracaju, through the opinion of the subjects interviewed, in order to identify the main difficulties experienced and what strategies they use to overcome them, to include children with ASD, taking into account the opinions of the subjects participating in the research. It was also intended to characterize the methodologies used to promote the inclusion of children with ASD through observation of classroom practices, in order to find similarities and contradictions between the opinions of the subjects interviewed and these observed practices. Faced with what was necessary to investigate, the case study was chosen, in which a qualitative research was developed, which was carried out with an exploratory objective through observation and semi-structured interview with coordinators, teachers and parents of students with TEA, with a total of seven participants. The research found that inclusion is not achieved simply by the fact that these students are admitted into the educational system, because, even with the achievements and legal support, the transformation of the school into a space for all still constitutes a challenge, in the sense of responding effectively to the permanence, participation and success of students with disabilities / ASD in the school environment.
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Orientação: Elza Ferreira Santos
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO PRIVADO, AUTISMO, CRIANÇAS, INCLUSÃO ESCOLAR, EDUCATION, PRIVATE TEACHING, AUTISM, CHILDREN, SCHOOL INCLUSION