Alunos com Transtorno do Espectro Autista: procedimentos pedagógicos e metodológicos
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Data
2023-06
Autores
Orientador
Del Pino, José Claudio
Banca
Oliveira, Eniz Conceição
Fenner, Roniere Dos Santos
Jesus, Silvia Manoela Santos De
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Resumo
A proposta desta pesquisa traz como discussão a inclusão de estudantes com Transtorno do Espectro Autista como desafio no processo de ensino, apropriando-se do Plano Educacional Individualizado como instrumento norteador, cujo conteúdo contempla o formato colaborativo com a participação dos envolvidos nos contextos escolar, familiar e clínico. A busca é a de melhor atender as especificidades de cada realidade como princípio para atender à pergunta macro: como a análise do ensino de alunos com Transtorno do Espectro Autista a partir do Plano Educacional Individualizado pode melhorar a qualidade de vida e a aprendizagem do estudante com transtorno? A partir desse questionamento nasceu o objetivo do presente estudo, que é analisar o ensino de alunos com Transtorno do Espectro Autista (TEA), a partir da utilização do Plano Educacional Individualizado (PEI). Para a construção do trabalho foi realizado um levantamento bibliográfico em livros, documentos legais e nas bases de dados da SciELO e do Google Acadêmico, utilizando os termos em português: Transtorno do Espectro Autista, Plano Educacional Individualizado e Inclusão Escolar. Esse levantamento indagou sobre os parâmetros legais da inclusão, com seleção de leis que versam sobre especificidades do transtorno e sobre a importância da aplicação de um Plano Educacional Individualizado desde os anos iniciais. Esse aporte teórico mostrou a necessidade de adequações e práticas individualizadas no ensino de pessoas com Transtorno do Espectro Autista, e do delineamento de um Plano Educacional Individualizado. Quanto à metodologia, enquadra-se como pesquisa de estudo de caso, com aporte teórico de Yin (2014); de abordagem qualitativa, com respaldo em Gil (2019) e; com coleta de dados, provenientes de um questionário previamente elaborado, com perguntas abertas acerca do ensino de alunos com TEA. A estrutura desse questionário foi baseada em Eixos com a seguinte divisão: I – Perfil geral; II – Ensino; III - Planejamento; IV- Avaliação e V - PEI. Participaram do trabalho oito profissionais, sendo: 03 de apoio pedagógico, 01 de apoio psicológico, 01 de apoio assistencial e 03 professores. A pesquisa aconteceu no Centro Carmelita Joana dos Santos Menezes, situada na cidade de Cícero Dantas – Bahia. Como resultado para análise de dados, utilizou-se Bardin (2016).
The purpose of this research discusses the inclusion of students with Autistic Spectrum Disorder as a challenge in the teaching process, using the Individualized Educational Plan as a guiding instrument, whose content includes a collaborative format with the participation of those involved in school, family and social contexts and clinic. The study is to better meet the specificities of each reality as a principle to answer the macro question: how can the analysis of the teaching of students with Autistic Spectrum Disorder based on the Individualized Educational Plan improve the quality of life and learning of students with disorder? From this questioning, the objective of the present study was created, which is to analyze the teaching of students with Autistic Spectrum Disorder (ASD), from the use of the Individualized Educational Plan (IEP). For the construction of this work, a bibliographic survey was carried out in books, legal documents and in SciELO and Google Scholar databases, using the terms in Portuguese: Transtorno do Espectro Autista, Plano Educacional Individualizado e Inclusão Escolar. This survey inquired about the legal parameters of inclusion, with a selection of laws that deal with specificities of the disorder and the importance of applying an Individualized Educational Plan from the early years. This theoretical contribution pointed the need for adjustments and individualized practices in teaching people with Autistic Spectrum Disorder, and the design of an Individualized Educational Plan. As for the methodology, it fits as case study research, with theoretical support from Yin (2014); qualitative approach, supported by Gil (2019) and; with data collection, from a previously elaborated questionnaire, with open questions about the teaching of students with ASD. The structure of this questionnaire was based on Axes with the following division: I – General profile; II – Teaching; III - Planning; IV- Evaluation and V - PEI. Eight professionals participated in the work, being: 03 of pedagogical support, 01 of psychological support, 01 of assistance support and 03 teachers. The research took place at the Centro Carmelita Joana dos Santos Menezes, located in the city of Cícero Dantas - Bahia. As a result, for data analysis, Bardin (2016) was used.
The purpose of this research discusses the inclusion of students with Autistic Spectrum Disorder as a challenge in the teaching process, using the Individualized Educational Plan as a guiding instrument, whose content includes a collaborative format with the participation of those involved in school, family and social contexts and clinic. The study is to better meet the specificities of each reality as a principle to answer the macro question: how can the analysis of the teaching of students with Autistic Spectrum Disorder based on the Individualized Educational Plan improve the quality of life and learning of students with disorder? From this questioning, the objective of the present study was created, which is to analyze the teaching of students with Autistic Spectrum Disorder (ASD), from the use of the Individualized Educational Plan (IEP). For the construction of this work, a bibliographic survey was carried out in books, legal documents and in SciELO and Google Scholar databases, using the terms in Portuguese: Transtorno do Espectro Autista, Plano Educacional Individualizado e Inclusão Escolar. This survey inquired about the legal parameters of inclusion, with a selection of laws that deal with specificities of the disorder and the importance of applying an Individualized Educational Plan from the early years. This theoretical contribution pointed the need for adjustments and individualized practices in teaching people with Autistic Spectrum Disorder, and the design of an Individualized Educational Plan. As for the methodology, it fits as case study research, with theoretical support from Yin (2014); qualitative approach, supported by Gil (2019) and; with data collection, from a previously elaborated questionnaire, with open questions about the teaching of students with ASD. The structure of this questionnaire was based on Axes with the following division: I – General profile; II – Teaching; III - Planning; IV- Evaluation and V - PEI. Eight professionals participated in the work, being: 03 of pedagogical support, 01 of psychological support, 01 of assistance support and 03 teachers. The research took place at the Centro Carmelita Joana dos Santos Menezes, located in the city of Cícero Dantas - Bahia. As a result, for data analysis, Bardin (2016) was used.
Descrição
Palavras-chave
Ensino; Alunos com Transtorno do Espectro Autista; Plano Educacional Individualizado; Teaching; Students with Autistic Spectrum Disorder; Individualized Educational Plan
Citação
CASTRO, Felipe Carvalho. Alunos com Transtorno do Espectro Autista: procedimentos pedagógicos e metodológicos. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 15 jun. 2023. Disponível em: http://hdl.handle.net/10737/3925.