O aluno com transtornos do espectro do autismo na Educação Infantil: caracterização da rotina escolar
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2017-03-07
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Universidade Estadual Paulista (Unesp)
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A crescente inserção de crianças com Transtornos do Espectro do Autismo (TEA) nas escolas a partir de seus direitos regulamentados por lei evidencia a necessidade em estabelecer práticas inclusivas que favoreçam a aprendizagem e a participação destes alunos nas atividades escolares desde a Educação Infantil. Além disso, estudos têm discutido sobre os desafios que ainda são encontrados nas escolas ao receber alunos com TEA. Visto tais aspectos, o presente estudo teve por objetivo caracterizar a rotina de atividades do aluno com Transtorno do Espectro do Autismo no contexto da Educação Infantil. Os participantes da pesquisa foram sete alunos com diagnóstico de TEA, suas professoras e suas cuidadoras. A pesquisa foi realizada em escolas de Educação Infantil da rede municipal de ensino de uma cidade do interior de São Paulo. Para a coleta de dados, foram realizadas entrevistas com as professoras dos alunos utilizando um roteiro de entrevista semiestruturado previamente elaborado. Também foram realizadas observações dos alunos durante a rotina escolar, sendo estas registradas continuamente em diário de campo, nesta etapa também foi utilizada a Escala de Avaliação de Traços Autísticos (ATA) para contribuir com a caracterização dos alunos participantes. As entrevistas foram transcritas e incorporadas às informações das observações registradas em diário de campo, transformando-se em um texto único e submetido à análise de conteúdo. Após a organização dos dados, foram estabelecidos os temas e subtemas perante os objetivos da pesquisa. O material foi enviado a juízes com experiência na área para melhor verificação da representatividade dos dados. Nos resultados da análise foi realizada a caracterização da rotina escolar dos alunos a partir dos subtemas: 1) Participação do aluno nas atividades dirigidas em sala de aula e em ambientes externos; 2) Participação do aluno nas atividades lúdicas em sala de aula e em ambientes externos; 3) Participação do aluno nas atividades adaptadas; 4) Mediação do professor durante atividades na sala de aula; 5) Habilidades de comunicação do aluno durante as atividades em sala de aula e em ambientes externos à sala; 6) Outros comportamentos observados em sala de aula e em ambientes externos à sala. Os resultados demonstraram a relevância em caracterizar a rotina de alunos com TEA na escola, visto que há uma diversidade desta população frente a um mesmo diagnóstico. A análise da rotina permitiu identificar a participação dos alunos com TEA em diferentes atividades realizadas no contexto da Educação Infantil, desde conteúdos dirigidos pelo professor até mesmo durante o brincar. A especificação da rotina escolar possibilitou a observação de outros elementos essenciais relacionados à inclusão do aluno com TEA, além da identificação das diferentes habilidades apresentadas pelos alunos e as dificuldades que ainda são encontradas nas escolas. A pesquisa demonstrou a importância da caracterização da rotina no planejamento de práticas direcionadas à participação e aprendizagem de alunos com TEA no contexto escolar.
The increasing inclusion of children with Autism Spectrum Disorders (ASD) in schools from their rights regulated by law highlights the need to include inclusive practices that favor student’s learning and participation in the school activities of Children’s Education. Furthermore, the studies were discussed on the challenges that are still found in host schools with ASD. Seen these aspects, the present study aimed to characterize a routine of student activities with Autism Spectrum Disorders in the context of a Preschool. The participants of the research were seven students diagnosed with ASD, their teachers and their caregivers. The research was carried out in preschools of the municipal of education of a city of the interior of São Paulo. For data collection, interviews were conducted with the students' teachers using a pre-elaborated semi-structured interview script. Student observations were also made during a school routine, and these were continuously recorded in the field field, also evaluated in an Scale of Autistic Traits (ATA) to contribute with a characterization of the participating students. As interviews were transcribed and incorporated into the information of the observations recorded in the field diary, transforming into a single text and submitted to content analysis. After organizing the data, the themes and sub-themes were established in relation to the research objectives. The material was sent to judges with experience in the area to better verify the representativeness of the data. The results of the analysis identified a characterization of the students' school routine from the sub-themes: 1) Student participation in classroom and outdoor activities; 2) Student participation in play activities in the classroom and in outdoor environments; 3) Student participation in adapted activities; 4) Mediation of the teacher in the classroom; 5) Communication skills in the student during the classroom and in the classroom; 6) Other behaviors observed in the classroom And outside the room. The results demonstrated a relevance in characterizing a routine of students with ASD in school, since there is a diversity in the population against the same diagnosis. The analysis of the routine allowed to identify the participation of students with ASD in different activities carried out in the context Preschool, and even in the situations of through play. The specification of the school routine allowed the observation of other essential elements related to the inclusion of the student with ASD, besides the identification of the different abilities presented by the students and the difficulties still found in the schools. The research demonstrated the importance of the routine characterization in the planning of practices directed to the participation and learning of students with ASD in the school context.
The increasing inclusion of children with Autism Spectrum Disorders (ASD) in schools from their rights regulated by law highlights the need to include inclusive practices that favor student’s learning and participation in the school activities of Children’s Education. Furthermore, the studies were discussed on the challenges that are still found in host schools with ASD. Seen these aspects, the present study aimed to characterize a routine of student activities with Autism Spectrum Disorders in the context of a Preschool. The participants of the research were seven students diagnosed with ASD, their teachers and their caregivers. The research was carried out in preschools of the municipal of education of a city of the interior of São Paulo. For data collection, interviews were conducted with the students' teachers using a pre-elaborated semi-structured interview script. Student observations were also made during a school routine, and these were continuously recorded in the field field, also evaluated in an Scale of Autistic Traits (ATA) to contribute with a characterization of the participating students. As interviews were transcribed and incorporated into the information of the observations recorded in the field diary, transforming into a single text and submitted to content analysis. After organizing the data, the themes and sub-themes were established in relation to the research objectives. The material was sent to judges with experience in the area to better verify the representativeness of the data. The results of the analysis identified a characterization of the students' school routine from the sub-themes: 1) Student participation in classroom and outdoor activities; 2) Student participation in play activities in the classroom and in outdoor environments; 3) Student participation in adapted activities; 4) Mediation of the teacher in the classroom; 5) Communication skills in the student during the classroom and in the classroom; 6) Other behaviors observed in the classroom And outside the room. The results demonstrated a relevance in characterizing a routine of students with ASD in school, since there is a diversity in the population against the same diagnosis. The analysis of the routine allowed to identify the participation of students with ASD in different activities carried out in the context Preschool, and even in the situations of through play. The specification of the school routine allowed the observation of other essential elements related to the inclusion of the student with ASD, besides the identification of the different abilities presented by the students and the difficulties still found in the schools. The research demonstrated the importance of the routine characterization in the planning of practices directed to the participation and learning of students with ASD in the school context.
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Transtornos do espectro do autismo, Educação infantil, Educação especial