Transtorno do espectro autista: as percepções dos pares em sala de aula
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Data
2021-02-19
Autores
Cruz, Larissa Soares da
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo objetivou identificar por meio da percepção dos pares, o entendimento destes acerca do Transtorno do Espectro Autista (TEA), observar as interações sociais ocorridas entre os pares, professores e o aluno com TEA em ambiente escolar e quais adaptações foram necessárias realizar por parte da escola no processo de inclusão escolar do aluno com TEA. Pesquisa qualitativa de cunho exploratório e descritivo, realizada em uma escola de Ensino Fundamental I em um pequeno município do Centro-oeste Paulista com alunos e professores de uma turma do 5º ano do Ensino Fundamental, dentre eles um aluno com TEA. A coleta de dados foi realizada durante os meses fevereiro e março de 2020, por meio de entrevistas semiestruturadas com os alunos pares e observações das interações sociais. Os dados observados foram registrados em um diário de campo. Para análise das entrevistas utilizamos a técnica de análise de conteúdo. Os resultados revelaram que os pares entrevistados mostraram ter conhecimento sobre o diagnóstico do colega com TEA, entretanto pouco conhecem sobre as características do transtorno. Sobre as percepções acerca do TEA, alguns entrevistados entendem o transtorno como uma definição que lhes foi apresentada por alguém (professores ou familiares), enquanto outros apresentaram percepções baseadas em suas próprias vivências ou observações feitas em relação ao colega com TEA. Em relação às observações das interações sociais, foi possível perceber que o aluno com TEA apresentou dificuldades em iniciar ou manter a comunicação com o outro, e que a maioria das interações era iniciada pelos pares ou professores. Quanto as adaptações realizadas pela escola com relação a presença do aluno com TEA, verificou-se que a escola realizou algumas ações de flexibilização, como as adaptações aos horários de entrada e saída do aluno, que se mantiveram mesmo quando o aluno já estava integrado e não necessitava mais de tal estratégia para adaptação, outra adaptação foi o acompanhamento em tempo integral pela professora especializada em Educação Especial. A partir dos resultados coletados nas entrevistas e observações do aluno com TEA e seus pares, foi elaborada uma história em quadrinhos (HQ) informativa como produto educacional desta dissertação, que aborda informações importantes sobre o TEA, possibilitando que os leitores tenham acesso e conhecimento sobre as características e especificidades deste transtorno. Este produto educacional é uma ferramenta que pode ser utilizada pelos próprios alunos e/ou professores de diversas formas em sala de aula, favorecendo as discussões e reflexões sobre a temática da inclusão escolar de alunos com TEA.
This study aimed to identify, through the perception of peers, their understanding about Autistic Spectrum Disorder (ASD), to observe the social interactions that occurred between peers, teachers and students with ASD in a school environment and what adaptations were necessary to be arried out by of the school in the process of school inclusion of students with ASD. Qualitative research of an exploratory and descriptive, carried out in a primary school in a small city in the Midwest of São Paulo. The subjects of this research were students and teachers in a 5th grade class of Elementary School, among them a student with ASD. Data collection was performed throuhout February and March 2020, through semi-structured interviews with peer students and observations of social interactions. The collected data were recorded in a field diary. To analyze the data collected in the interviews, we used the content analysis technique. The results revealed that the interviewed peers were aware about the diagnosis of the colleague with ASD, however they know little about the characteristics of the disorder. Regarding the perceptions about ASD, some respondents understand the disorder as a definition that was presented to them by someone else (teachers or family members), while others presented perceptions based on their own experiences or observations made in relation to the colleague with ASD. With respect to the observations of social interactions, it was possible to notice that the student with ASD had difficulties in initiating or maintaining communication with the other, and that most interactions were initiated by peers or teachers. As for the adaptations made by the school to the student's inclusive process, it was found that the school carried out some flexibility actions, such as those concerning the student's arrival and departure times, which were maintained even when the student was already integrated and no longer required the adaptation strategy, the other adaptation was the full-time monitoring by the teacher specialized in Special Education. From the results collected in the interviews and observations of the student with ASD and their peers, an informative comic book was elaborated as an educational product of this dissertation, which addresses important information about ASD, allowing readers to have access and knowledge about the characteristics and specificities of this disorder. This educational product is a tool that can be used by students and/ or teachers in different ways in the classroom, promoting discussions and reflections on the theme of school inclusion of students with ASD.
This study aimed to identify, through the perception of peers, their understanding about Autistic Spectrum Disorder (ASD), to observe the social interactions that occurred between peers, teachers and students with ASD in a school environment and what adaptations were necessary to be arried out by of the school in the process of school inclusion of students with ASD. Qualitative research of an exploratory and descriptive, carried out in a primary school in a small city in the Midwest of São Paulo. The subjects of this research were students and teachers in a 5th grade class of Elementary School, among them a student with ASD. Data collection was performed throuhout February and March 2020, through semi-structured interviews with peer students and observations of social interactions. The collected data were recorded in a field diary. To analyze the data collected in the interviews, we used the content analysis technique. The results revealed that the interviewed peers were aware about the diagnosis of the colleague with ASD, however they know little about the characteristics of the disorder. Regarding the perceptions about ASD, some respondents understand the disorder as a definition that was presented to them by someone else (teachers or family members), while others presented perceptions based on their own experiences or observations made in relation to the colleague with ASD. With respect to the observations of social interactions, it was possible to notice that the student with ASD had difficulties in initiating or maintaining communication with the other, and that most interactions were initiated by peers or teachers. As for the adaptations made by the school to the student's inclusive process, it was found that the school carried out some flexibility actions, such as those concerning the student's arrival and departure times, which were maintained even when the student was already integrated and no longer required the adaptation strategy, the other adaptation was the full-time monitoring by the teacher specialized in Special Education. From the results collected in the interviews and observations of the student with ASD and their peers, an informative comic book was elaborated as an educational product of this dissertation, which addresses important information about ASD, allowing readers to have access and knowledge about the characteristics and specificities of this disorder. This educational product is a tool that can be used by students and/ or teachers in different ways in the classroom, promoting discussions and reflections on the theme of school inclusion of students with ASD.
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Palavras-chave
Educação especial, Transtorno do Espectro Autista, Pares, Interações sociais, Special education, Autistic Spectrum Disorder, Peer, Social interactions