O meu mundo é o teu mundo : estratégias de inclusão de alunos com autismo em escolas regulares
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Data
2016
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O Transtorno do Espectro Autista – TEA é caracterizado por atrasos no
neurodesenvolvimento, com inabilidades em três áreas: Linguagem, comunicação e
interesses restritos, possuindo características variadas, recebendo a denominação de
espectro. A escola é um importante espaço de identificação e desenvolvimento das áreas
que estão deficitárias em crianças com autismo, sendo fundamental que a escola seja
inclusiva para o desenvolvimento desses indivíduos. O processo inclusivo é um
caminho, ou seja, jamais se poderá atingi-lo por completo, necessitando assim de
reflexões das formas de ensinar do professor, assim como sua interação com os alunos.
A Análise do Comportamento Aplicada – ABA compreende o aluno como ser único,
que deve ser comparado apenas com ele mesmo, sendo fundamental para o processo
inclusivo de todas as crianças na escola, uma vez que valoriza as diferenças individuais
e de estratégias que favorece a aprendizagem do aluno, devendo o professor estar
constantemente avaliando o desenvolvimento do aluno e criando estratégias que
melhorem a aprendizagem deste. Com isso, a pesquisa teve como objetivo avaliar as
estratégias de inclusão de alunos com autismo nas escolas regulares, a partir de uma
capacitação da comunidade escolar e pais. A pesquisa foi divida em três etapas: Na
etapa primeira foi realizada entrevista junto aos professores sobre os repertórios
comportamentais dos alunos, os pais responderam o Inventário Vineland sobre as
habilidades e déficits dos alunos e análise funcional do aluno em sala; Na segunda
etapa, foi realizada uma capacitação com a comunidade escolar e pais sobre inclusão,
autismo e princípios ABA; na terceira etapa, foi realizado novamente entrevista junto as
professores, inventário Vineland e análise funcional dos alunos. Os dados coletados
foram categorizados e desenvolvidos gráficos com a frequência dos comportamentos
antes e após a capacitação. Concluiu-se que todas as crianças do estudo apresentaram
evolução em alguma área e principalmente no desenvolvimento da comunicação. Foi
verificado que as professoras modificaram suas ideias referentes à inclusão e ao
desenvolvimento de estratégias de aprendizagem. Porém, alguns obstáculos foram
observados, como: desmotivação dos professores, conflitos entre membros da escola,
regras escolares rígidas, falta de um mediador e profissional de inclusão na escola.
The Autistic Spectrum Disorder (TEA) is characterized by delays in neurodevelopment, with disabilities in three areas: language, communication and restricted interests, having different characteristics, receiving the denomination of spectrum. The school is an important space for the identification and development of areas that are deficient in children with autism, and it is fundamental that the school be inclusive for the development of these individuals. The inclusive process is a path, that is, it can never be achieved completely, thus necessitating reflections of the teacher's teaching methods, as well as his interaction with the students. The Applied Behavior Analysis (ABA) understands the student as a unique being, which must be compared only to himself, being fundamental to the inclusive process of all children in school, since it values individual differences and strategies that favors learning Of the student, and the teacher must constantly evaluate the development of the student and creating strategies that improve the student's learning. Thus, the research aimed to evaluate the strategies of inclusion of students with autism in regular schools, from a training of the school community and parents. The research was divided into three stages: In the first stage, an interview with the teachers about the behavioral repertoires of the students was carried out, the parents answered the Vineland Inventory on the skills and deficits of the students and the functional analysis of the student in the classroom; In the second stage, a training was conducted with the school community and parents on inclusion, autism and ABA principles; In the third stage, was held again interview with the teachers, Vineland inventory and functional analysis of the students. The collected data were categorized and developed graphs with the frequency of behaviors before and after the training. It was concluded that all the children in the study presented evolution in some area and mainly in the development of the communication. It was verified that the teachers modified their ideas regarding the inclusion and development of learning strategies. However, some obstacles were observed, such as: teachers' lack of motivation, conflicts among school members, rigid school rules, lack of a mediator and professional inclusion in school.
The Autistic Spectrum Disorder (TEA) is characterized by delays in neurodevelopment, with disabilities in three areas: language, communication and restricted interests, having different characteristics, receiving the denomination of spectrum. The school is an important space for the identification and development of areas that are deficient in children with autism, and it is fundamental that the school be inclusive for the development of these individuals. The inclusive process is a path, that is, it can never be achieved completely, thus necessitating reflections of the teacher's teaching methods, as well as his interaction with the students. The Applied Behavior Analysis (ABA) understands the student as a unique being, which must be compared only to himself, being fundamental to the inclusive process of all children in school, since it values individual differences and strategies that favors learning Of the student, and the teacher must constantly evaluate the development of the student and creating strategies that improve the student's learning. Thus, the research aimed to evaluate the strategies of inclusion of students with autism in regular schools, from a training of the school community and parents. The research was divided into three stages: In the first stage, an interview with the teachers about the behavioral repertoires of the students was carried out, the parents answered the Vineland Inventory on the skills and deficits of the students and the functional analysis of the student in the classroom; In the second stage, a training was conducted with the school community and parents on inclusion, autism and ABA principles; In the third stage, was held again interview with the teachers, Vineland inventory and functional analysis of the students. The collected data were categorized and developed graphs with the frequency of behaviors before and after the training. It was concluded that all the children in the study presented evolution in some area and mainly in the development of the communication. It was verified that the teachers modified their ideas regarding the inclusion and development of learning strategies. However, some obstacles were observed, such as: teachers' lack of motivation, conflicts among school members, rigid school rules, lack of a mediator and professional inclusion in school.
Descrição
Orientação: Thiago Alves Nunes Rodrigues Tavares ; co-orientação: Maria Odete Emygdio da Silva
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, INTEGRAÇÃO ESCOLAR, SCHOOL INTEGRATION, AUTISMO, AUTISM, ESTRATÉGIAS DE ENSINO, TEACHING STRATEGIES