O Autismo e as respostas educativas na Escola Pública
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2012
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A legislação que regula a inclusão escolar de alunos com deficiência nas escolas regulares tem conduzido a uma crescente responsabilização dessas mesmas escolas pela
inclusão desses alunos numa perspetiva de “escola para todos”.
O presente trabalho, que consiste num estudo sobre a inclusão escolar de alunos
com autismo, tem como principal objetivo, e com base em literatura específica, verificar se
as respostas educativas disponibilizadas pelas escolas públicas a alunos com Perturbações
do Espetro do Autismo se adequam ao seu perfil de funcionalidade e atendem
verdadeiramente às suas Necessidades Educativas Especiais.
De natureza qualitativa e tipologia descritiva e exploratória, este estudo incidiu
sobre catorze docentes dum agrupamento de escolas do distrito de Leiria, a quem foi
aplicado um inquérito por questionário, a fim de conhecer não só o seu perfil pessoal e
profissional, como também a sua opinião e experiência relativamente a alunos com PEA, e
sobre uma criança a frequentar a educação pré-escolar, observada diretamente em contexto
de jardim de infância e de Unidade de Ensino Estruturado para a Educação de Alunos com Autismo.
Após a análise dos dados obtidos através dos instrumentos de investigação, pôde
concluir-se que a escola procura responder às NEE da criança autista, promovendo o seu
desenvolvimento integral. Porém, nem todos os docentes se sentem preparados para
trabalhar com alunos com autismo, pelo que se julga fundamental repensar-se a formação inicial de professores à luz do paradigma da educação inclusiva, dotando os professores de
competências para atender a uma crescente heterogeneidade de alunos, incluindo os
portadores de deficiência.
Legislation regulating school inclusion of students with disabilities in regular schools has led to a growing responsibility of those schools for the inclusion of those students within a “school for all” perspective. This study, on the school inclusion of autistic students and based on specific literature, aims mainly at checking if the regular school responses to autistic students respect their functioning profile and really satisfy their special educational needs. According to qualitative research methods and descriptive and exploring research types, this study was done with the participation of fourteen teachers belonging to a school from the district of Leiria, who answered a questionnaire about their personal and professional profile and their opinion and experience with students with autism spectrum disorders, and of a child attending the kindergarten, who was naturally observed in the kindergarten and in the structured teaching unit contexts. After analysing data obtained through the research tools, the conclusion drawn was that school tries to respond to the special educational needs of the autistic child, promoting his/her global development. However, some teachers don´t feel prepared to work with autistic students. So, it´s essential to rethink the starting training of teachers, giving them the necessary skills to work with a growing diversity of students, including those with disabilities.
Legislation regulating school inclusion of students with disabilities in regular schools has led to a growing responsibility of those schools for the inclusion of those students within a “school for all” perspective. This study, on the school inclusion of autistic students and based on specific literature, aims mainly at checking if the regular school responses to autistic students respect their functioning profile and really satisfy their special educational needs. According to qualitative research methods and descriptive and exploring research types, this study was done with the participation of fourteen teachers belonging to a school from the district of Leiria, who answered a questionnaire about their personal and professional profile and their opinion and experience with students with autism spectrum disorders, and of a child attending the kindergarten, who was naturally observed in the kindergarten and in the structured teaching unit contexts. After analysing data obtained through the research tools, the conclusion drawn was that school tries to respond to the special educational needs of the autistic child, promoting his/her global development. However, some teachers don´t feel prepared to work with autistic students. So, it´s essential to rethink the starting training of teachers, giving them the necessary skills to work with a growing diversity of students, including those with disabilities.
Descrição
Orientação: Ana Saldanha
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, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, INCLUSÃO ESCOLAR, SCHOOL INCLUSION