A inclusão de alunos com transtorno do espectro autista (TEA) nos anos iniciais do ensino fundamental I: possibilidades e práticas para aprendizagem da linguagem oral e escrita
Arquivos
Data
2021-05-23
Autores
Omena, Leise Cecília de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A literatura científica aponta a linguagem funcional como essencial para o desenvolvimento de habilidades pertencentes ao currículo formal, em razão de ser ela, como pretendemos demonstrar, um dos fatores que facilita a participação ativa dos sujeitos em sociedade. Durante este trabalho, constatamos que alunos, dentro do diagnóstico do espectro autista, têm muita dificuldade em relação à linguagem funcional, uma vez que eles apresentam atraso na fala ou resistência/relutância em falar ou, até mesmo, linguagem oral não-desenvolvida em momentos de interação. Dessa forma, na presente pesquisa, buscamos não somente observar o comportamento comunicativo de um aluno com características autísticas, mas também, identificadas suas habilidades pré-adquiridas, mediar situações de aprendizagem que o estimulassem em um grupo com vinte e quatro alunos, em uma sala de ensino regular. Antes de tudo, verificamos as condições arquitetônicas da escola, pois a acessibilidade era muito importante para que, tanto esse aluno como sua família, se sentissem apoiados e seguros; além disso, foi importante conhecer a opinião dos pais dos demais alunos sobre inclusão para depois, então, construir um plano de ação cujo propósito era estimular o desenvolvimento e a progressão de habilidades do grupo, uma vez que todos estavam em processo de alfabetização. A pesquisa teve início em 2019 com alunos na idade entre seis e sete anos, regularmente matriculados no primeiro ano do ensino fundamental I, e teve continuidade no início de 2020, quando esses mesmos alunos já haviam avançado para o segundo ano do ensino fundamental I. Porém, em março do mesmo ano, as aulas foram interrompidas em sua forma presencial devido à pandemia da COVID-19. Infelizmente, a interação entre os alunos foi muito prejudicada. No entanto, podemos afirmar que, mesmo diante dos muitos obstáculos, desenvolvemos as atividades programadas, pois contamos com a valiosa ajuda dos pais que nos apoiaram em todas as etapas da pesquisa. No ano de 2019, observamos atenta e constantemente a sala, construímos um plano de ensino individual para o aluno com TEA, confeccionamos para ele materiais adaptados com imagens e favorecemos momentos de interação com o grupo. Pretendemos ainda demonstrar a importância da inclusão, considerada não apenas para que a lei seja cumprida no ambiente escolar, mas também para que os sujeitos respeitem as diferenças, contribuindo para que haja evolução no processo de aprendizagem de todos os envolvidos. O professor deve mediar tais interações e fazer as adaptações necessárias nas intervenções pedagógicas. Ressaltamos que, no currículo escolar, existem diversos campos a serem trabalhados. Contudo, como este trabalho está vinculado ao Mestrado PROFLETRAS, cujos objetivos se referem à investigação no campo das linguagens, restringimo-nos a apresentar ações que contribuíram para o desenvolvimento das linguagens oral e escrita.
Scientific literature indicates that functional language skills are essential for individuals to develop abilities found in an academic curriculum. This research aims to show how functional language also helps the individual to actively participate in society. We observed that students who had a diagnosis within the autism spectrum of disorders (ASD) exhibit underdevelopment, or no development at all, of language skills. These students showed equal resistance to interact with others. Accordingly, we tried to observe not just the communicative behavior of students diagnosed within the autism spectrum, but also to identify the skills they already had, and to mediate learning situations that would encourage these students in a regular school classroom of twenty-four children. We began by examining the architectural aspects of the school, because accessibility is important to the ASD students and their families. Accessibility makes both students and families feel like they have support and are safe. Likewise, it was important to know the parents' opinion on inclusion. From there we were able to elaborate an action plan to stimulate skill development and progress, individually as well as for the whole group. It is important to note that all these students were in the process of learning how to read and write. This research began in 2019, with students who were between six and seven years old, and who were enrolled in the first grade of elementary school. It continued in 2020, when they had progressed to second grade. However this research was interrupted in March 2020 because of the COVID-19 pandemic, when in school classes were suspended. Unfortunately, interaction between the students was harmed. Nevertheless, and despite the obstacles in the way, we can say we were able to develop the planned activities thanks to the support of the student’s parents in all phases of the research. In 2019 we observed and evaluated the classroom closely. From there we built an individual teaching plan for ASD students with adapted materials containing images. Finally, we provided interaction between ASD students with the rest of the group. We tried to demonstrate the importance of inclusion as something that contributes to the evolution of the learning process for all individuals. Inclusion also helps the students to learn to respect those who are different, and it should not be done just to comply with the law. Teachers should mediate interactions amongst the students and make the necessary adaptations to optimize inclusion. We emphasize that in a regular school curriculum there are many fields to be worked upon, but this research, being a part of PROFLETRAS Master’s degree, was limited to showing the actions that contribute to oral and written language development.
Scientific literature indicates that functional language skills are essential for individuals to develop abilities found in an academic curriculum. This research aims to show how functional language also helps the individual to actively participate in society. We observed that students who had a diagnosis within the autism spectrum of disorders (ASD) exhibit underdevelopment, or no development at all, of language skills. These students showed equal resistance to interact with others. Accordingly, we tried to observe not just the communicative behavior of students diagnosed within the autism spectrum, but also to identify the skills they already had, and to mediate learning situations that would encourage these students in a regular school classroom of twenty-four children. We began by examining the architectural aspects of the school, because accessibility is important to the ASD students and their families. Accessibility makes both students and families feel like they have support and are safe. Likewise, it was important to know the parents' opinion on inclusion. From there we were able to elaborate an action plan to stimulate skill development and progress, individually as well as for the whole group. It is important to note that all these students were in the process of learning how to read and write. This research began in 2019, with students who were between six and seven years old, and who were enrolled in the first grade of elementary school. It continued in 2020, when they had progressed to second grade. However this research was interrupted in March 2020 because of the COVID-19 pandemic, when in school classes were suspended. Unfortunately, interaction between the students was harmed. Nevertheless, and despite the obstacles in the way, we can say we were able to develop the planned activities thanks to the support of the student’s parents in all phases of the research. In 2019 we observed and evaluated the classroom closely. From there we built an individual teaching plan for ASD students with adapted materials containing images. Finally, we provided interaction between ASD students with the rest of the group. We tried to demonstrate the importance of inclusion as something that contributes to the evolution of the learning process for all individuals. Inclusion also helps the students to learn to respect those who are different, and it should not be done just to comply with the law. Teachers should mediate interactions amongst the students and make the necessary adaptations to optimize inclusion. We emphasize that in a regular school curriculum there are many fields to be worked upon, but this research, being a part of PROFLETRAS Master’s degree, was limited to showing the actions that contribute to oral and written language development.
Descrição
Palavras-chave
Autismo, Linguagem oral e escrita, Interação social, Uso funcional da linguagem., Autism, Oral and written languages, Social interaction, Functional use of language