O docente e o mundo misterioso do Autismo
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2011
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A integração das crianças com N.E.E. nas salas de aula, veio trazer alguns desafios aos professores. Perante isto devem procurar formação adequada de forma a criar condições capazes de assegurar a todas as crianças a dignificação social e a sua valorização pessoal. Devem também criar igualdade de oportunidades, para assim, garantir o sucesso de todas as crianças.
O meu projecto centra-se na problemática do síndrome de autismo.
Assim, a pergunta de partida para este estudo foi:
- Os professores estão preparados para identificar e intervir com crianças portadoras do síndrome de autismo?
Esta questão fez com que fossem levantadas as seguintes hipóteses:
H0- A formação dos professores não influência a interacção e reconhecimento do aluno autista.
H1- A formação dos professores influência a interacção e reconhecimento do aluno autista.
O objectivo principal deste estudo foi:
- Conhecer qual a formação que os professores possuem para identificar e intervir com estas crianças.
Este trabalho é de natureza teórica/prático, tem por base a análise dos dados que foram recolhidos através de 50 inquéritos feitos, por escrito, a professores do 1º Ciclo, a leccionarem em turmas do ensino regular. Para o respectivo tratamento de dados utilizaram-se medidas estatísticas consideradas mais importantes e relevantes.
As conclusões primordiais a que se cheguei, com este estudo, foram que:
- Há ainda professores que não concordam com a integração das crianças autistas nas escolas regulares;
- A maioria considera que todos ganham com a integração;
- Têm algum conhecimento de algumas características do Autismo, pelo que, foram referidos os aspectos que devem sofrer adaptações na escola, tendo em vista o ingresso na escola de uma criança autista.
Estes dados vieram confirmar, parcialmente, a nossa hipótese de investigação.
The integration of children with N.E.E in classrooms has brought some challenges to teachers. Given that appropriate training should seek to create conditions which will ensure all children their dignity and social esteem. They must also create equal opportunities, to thus ensure the success children. My project focuses on the problem of syndrome of autism. So, the question of departure for this study was: Teachers are prepared to identify and intervene with children with the syndrome of autism? This question has made the following hypotheses were raised: H0- Teachers training does not influence the interaction and recognition of autistic students. H1- The training of teachers influences the interaction and recognition of autistic students. The main objective of study was: - Know where the training those teachers have to identify and intervene with these children. This work is theoretical/practical, is based on the analysis of the data were collected trough 50 interviews conducted in writing to 1st cycle teachers, teaching in regular classes. For their treatment of data using statistical measures are considered more important and relevant. The primary conclusions that I reached with this study were the following: - There are still teachers who do not agree with the integration of autistic children in regular schools; - The majority believes that everyone wins with the integration; - Have some knowledge of some characteristics of Autism, so were those aspects that must be adapted at school, in view of the school entry of an autistic child. This data confirmed, in part, our research hypothesis.
The integration of children with N.E.E in classrooms has brought some challenges to teachers. Given that appropriate training should seek to create conditions which will ensure all children their dignity and social esteem. They must also create equal opportunities, to thus ensure the success children. My project focuses on the problem of syndrome of autism. So, the question of departure for this study was: Teachers are prepared to identify and intervene with children with the syndrome of autism? This question has made the following hypotheses were raised: H0- Teachers training does not influence the interaction and recognition of autistic students. H1- The training of teachers influences the interaction and recognition of autistic students. The main objective of study was: - Know where the training those teachers have to identify and intervene with these children. This work is theoretical/practical, is based on the analysis of the data were collected trough 50 interviews conducted in writing to 1st cycle teachers, teaching in regular classes. For their treatment of data using statistical measures are considered more important and relevant. The primary conclusions that I reached with this study were the following: - There are still teachers who do not agree with the integration of autistic children in regular schools; - The majority believes that everyone wins with the integration; - Have some knowledge of some characteristics of Autism, so were those aspects that must be adapted at school, in view of the school entry of an autistic child. This data confirmed, in part, our research hypothesis.
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Orientação: Horácio Saraiva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, AUTISM, SCHOOL INCLUSION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR