Perturbações do Espectro do Autismo : estratégias inclusivas na sala regular do 1º CEB
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2012
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Este estudo teve como objetivo principal identificar estratégias utilizadas pelos professores na sala regular para desenvolver competências cognitivas e sociais dos alunos com Perturbações do Espectro do Autismo. Esta perturbação do desenvolvimento assenta numa tríade de incapacidades que comprometem o sucesso do aluno, afetando as áreas da comunicação, socialização e comportamento.
O estudo empírico teve por base um trabalho de natureza qualitativa, recorrendo-se à análise de conteúdo de entrevistas a professores de Ensino Regular e de Educação Especial de um Agrupamento de Escolas do distrito de Santarém. Procurou averiguar-se os benefícios e desvantagens da inclusão de um aluno autista, verificar se os professores identificam caraterísticas típicas desta problemática e aferir estratégias desenvolvidas com estes alunos.
A partir da pesquisa realizada é possível constatar que os professores referem mais benefícios do que desvantagens na inclusão, indicam caraterísticas típicas do autismo e enunciam como estratégias a utilização do computador e a adaptação das atividades para a promoção das competências cognitivas e o convívio entre pares e os jogos com vista ao desenvolvimento das competências sociais.
Pretende-se que este estudo contribua para que os professores do 1º Ciclo do Ensino Básico promovam estratégias cada vez mais diferenciadas com vista ao sucesso dos alunos.
The main goal of the current study was to identify strategies used by teachers in a mainstream classroom to develop cognitive and social competences in students with Autistic Spectrum Disorders. This development disorder consists of a triad of disabilities at communication, socialization, and behaviour levels which compromise the pupil’s success. The empirical study was based on a qualitative content analysis of interviews of teachers in Mainstream Schooling and Special Needs Education of a School Grouping in the region of Santarém. We intended to determine the benefits and disadvantages of including an autistic pupil, as well as to assess whether teachers identify typical autism features, and to benchmark strategies developed with these pupils. According to our research, teachers refer more benefits than disadvantages from inclusion. Furthermore, they specify typical autism features and enunciate strategies such as using computers and adapting activities to promote cognitive competences, and peer interaction and games to develop their social competences. Our aim is that the current study will help primary education teachers to promote increasingly differentiated strategies to improve pupil success.
The main goal of the current study was to identify strategies used by teachers in a mainstream classroom to develop cognitive and social competences in students with Autistic Spectrum Disorders. This development disorder consists of a triad of disabilities at communication, socialization, and behaviour levels which compromise the pupil’s success. The empirical study was based on a qualitative content analysis of interviews of teachers in Mainstream Schooling and Special Needs Education of a School Grouping in the region of Santarém. We intended to determine the benefits and disadvantages of including an autistic pupil, as well as to assess whether teachers identify typical autism features, and to benchmark strategies developed with these pupils. According to our research, teachers refer more benefits than disadvantages from inclusion. Furthermore, they specify typical autism features and enunciate strategies such as using computers and adapting activities to promote cognitive competences, and peer interaction and games to develop their social competences. Our aim is that the current study will help primary education teachers to promote increasingly differentiated strategies to improve pupil success.
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Orientação: Luís Manuel Sousa
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, EDUCATION, SPECIAL EDUCATION, AUTISM, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION