O papel de assistentes operacionais na inclusão de crianças com transtorno do espectro do autismo
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2021
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A Inclusão Escolar de crianças com transtorno do espectro do autismo é uma temática de extrema pertinência e importância pela complexidade deste transtorno e pela dificuldade que muitas escolas encontram em viabilizar o processo de inclusão destas crianças que, no jardim de infância, não são assistidas apenas pelas educadoras. Os assistentes operacionais, que passam muito tempo com elas, são responsáveis por muitos momentos importantes do cotidiano escolar, como alimentação, higiene, mudanças de ambiente, e apoio em sala de aula. Tendo em conta as funções que lhes são cometidas e que são da maior importância para a inclusão destas crianças, estudos, como os de Neves (2016) e Ramalho & Ramalho (2015), referem que estes profissionais não possuem formação suficiente neste âmbito. Esta investigação, de natureza qualitativa (Bogdan & Biklen, 1994), teve como objetivo geral analisar o papel de assistentes operacionais na inclusão de crianças com transtorno do espectro do autismo. Como técnicas e instrumentos de recolha de dados, utilizámos a pesquisa documental e entrevistas semi diretivas (Bardin, 2010) com assistentes operacionais (4), que trabalhavam em Jardins de Infância de um Agrupamento de Escolas de Lisboa. As entrevistas foram tratadas através de análise de conteúdo (Lüdke & André, 2013). A análise dos dados evidenciou que nestes Jardins de Infância, o papel destas assistentes operacionais na inclusão das crianças com autismo era muito restrito. As suas funções decorriam basicamente daquelas que a legislação lhes comete. A articulação com a educadora e outros intervenientes no processo das crianças era praticamente inexistente, tal como o (des)conhecimento de estratégias facilitadoras da inclusão e a falta de recursos humanos, que dificultava o apoio individual que estas crianças demandam. A sua ação era sufocada pela demanda das rotinas, que são inquestionáveis, sobretudo nestes grupos etários e com crianças com esta problemática, mas não impedem que se fomente a criação de uma cultura de colaboração e participação (Barroso, 2005), da qual não devem ser excluídas, porque todos na escola são responsáveis por todos os alunos, no seu desenvolvimento, aprendizagem e bem-estar.
The School Inclusion of children with Autism Spectrum Disorder is a topic of extreme relevance and importance due to the complexity of this disorder and the difficulty that many schools find in enabling the inclusion process of these children who, in kindergarten, are not only assisted by educators. The operational assistants, who spend a lot of time with them, are responsible for many important moments of daily school life, such as food, hygiene, changes in the environment, and support in the classroom. Taking into account the functions assigned to them and which are of the greatest importance for the inclusion of these children, studies such as those by Neves (2016) and Ramalho & Ramalho (2015) indicate that these professionals do not have sufficient training in this area. This qualitative investigation (Bogdan & Biklen, 1994) aimed to analyze the role of operational assistants in the inclusion of children with autism spectrum disorder. As data collection techniques and instruments, we used documental research and semi-directive interviews (Bardin, 2010) with operational assistants (4), who worked in Kindergartens of a Lisbon School Group. The interviews were handled through content analysis (Lüdke & André, 2013). Data analysis showed that in these Kindergartens, the role of these Operational Assistants in the inclusion of children with autism was very restricted. Their functions basically derived from those that the legislation commits to them. The articulation with the Educator and other intervenients in the children's process was practically non-existent, as was the (lack of) knowledge of strategies that facilitate inclusion and the lack of human resources, which hindered the individual support that these children demand. Their action was suffocated by the demand for routines, which are unquestionable, especially in these age groups and with children with this problem, but that do not prevent the creation of a culture of collaboration and participation from being fostered (Barroso, 2005), which they should not. be excluded because everyone in the school is responsible for all students, their development, learning and well-being.
The School Inclusion of children with Autism Spectrum Disorder is a topic of extreme relevance and importance due to the complexity of this disorder and the difficulty that many schools find in enabling the inclusion process of these children who, in kindergarten, are not only assisted by educators. The operational assistants, who spend a lot of time with them, are responsible for many important moments of daily school life, such as food, hygiene, changes in the environment, and support in the classroom. Taking into account the functions assigned to them and which are of the greatest importance for the inclusion of these children, studies such as those by Neves (2016) and Ramalho & Ramalho (2015) indicate that these professionals do not have sufficient training in this area. This qualitative investigation (Bogdan & Biklen, 1994) aimed to analyze the role of operational assistants in the inclusion of children with autism spectrum disorder. As data collection techniques and instruments, we used documental research and semi-directive interviews (Bardin, 2010) with operational assistants (4), who worked in Kindergartens of a Lisbon School Group. The interviews were handled through content analysis (Lüdke & André, 2013). Data analysis showed that in these Kindergartens, the role of these Operational Assistants in the inclusion of children with autism was very restricted. Their functions basically derived from those that the legislation commits to them. The articulation with the Educator and other intervenients in the children's process was practically non-existent, as was the (lack of) knowledge of strategies that facilitate inclusion and the lack of human resources, which hindered the individual support that these children demand. Their action was suffocated by the demand for routines, which are unquestionable, especially in these age groups and with children with this problem, but that do not prevent the creation of a culture of collaboration and participation from being fostered (Barroso, 2005), which they should not. be excluded because everyone in the school is responsible for all students, their development, learning and well-being.
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Orientação: António Teodoro
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, INCLUSÃO ESCOLAR, AUTISMO, ASSISTENTES OPERACIONAIS, EDUCATION, SCHOOL INCLUSION, AUTISM, OPERATING ASSISTANT