Transtorno do Espectro Autista: contribuições do ensino estruturado para interpretação de texto no Ensino Fundamental II
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Data
2022-01-28
Autores
Alves, Janaína Gonçalves de Souza
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Universidade Estadual Paulista (Unesp)
Resumo
Os alunos com Transtorno do Espectro Autista ingressam no Ensino Fundamental II muitas vezes com defasagem na aprendizagem devido ao fato de não serem atendidos com estratégias de ensino adequadas às suas necessidades. Diante desse fato, esta pesquisa objetivou identificar características do Transtorno do Espectro Autista que possam interferir nas atividades de interpretação de texto e desenvolver um produto educacional que facilite a compreensão e a interpretação dos textos por parte desses alunos. A pesquisa participante com abordagem qualitativa se configura como um estudo de caso. Participaram da pesquisa um aluno com TEA do nono ano de uma escola municipal de uma cidade do interior do estado de São Paulo, seus professores e monitora. A coleta de dados se deu por meio da aplicação de um questionário aos professores e monitora, com questões que versaram sobre aspectos da formação profissional, conhecimento sobre o TEA, dificuldades encontradas no trabalho com interpretação de texto com alunos com TEA e oferta de apoios pedagógicos necessários ao aluno. Após a coleta e análise dos dados foi desenvolvido um produto educacional denominado ―InterpreTEA‖, composto por pranchas digitais e físicas contendo textos e imagens que facilitam a compreensão e a interpretação do texto por parte dos alunos. Este produto educacional acompanha um guia de aplicação e orientação aos professores. Os resultados da aplicação dos questionários demonstraram que mais da metade dos professores tem especialização em Educação Especial e relataram dificuldade no ensino ao aluno com TEA. Algumas das dificuldades enfatizadas pelos professores foi quanto a interação e falta de compreensão por parte do aluno com TEA em relação a interpretação de textos, por isso faziam adaptações das atividades para que o aluno conseguisse realizá-las. A monitora também relatou a dificuldade de compreensão, bem como comunicação e comportamento de fuga do aluno, sendo que sempre que está diante de uma dificuldade, quer desenhar. A avaliação diagnóstica inicial realizada pela pesquisadora com o aluno confirmaram os relatos docentes e da monitora, já que foi possível avaliar que apesar da leitura fluente, houve dificuldade de compreensão, principalmente com relação aos assuntos que não eram do seu interesse. A aplicação do produto educacional demonstrou que a utilização de imagens auxilia na compreensão de textos, já que serve como pistas visuais sobre o assunto abordado ajudando-o a entender e lembrar com maior facilidade o conteúdo lido. Conclui-se que é importante que o docente tenha conhecimento da individualidade de seu aluno com TEA, bem como as características do transtorno, para assim elaborar estratégias pedagógicas para que a aprendizagem ocorra. InterpreTEA é um instrumento que auxilia na interpretação de texto, e que apesar de ter sido aplicado em aluno com TEA, pode beneficiar todos os alunos.
Students with Autism Spectrum Disorder enter Elementary School II often with a learning delay due to the fact that they are not served with teaching strategies appropriate to their needs. Given this fact, this research aimed to identify characteristics of Autism Spectrum Disorder that may interfere with text interpretation activities and to develop an educational product that facilitates the understanding and interpretation of texts by these students. Participatory research with a qualitative approach is configured as a case study. A student with ASD in the ninth year of a municipal school in a city in the interior of the state of São Paulo, his teachers and monitors participated in the research. Data collection took place through the application of a questionnaire to teachers and monitoring, with questions that dealt with aspects of professional training, knowledge about ASD, difficulties encountered in working with text interpretation with students with ASD and offering pedagogical support needed by the student. After collecting and analyzing the data, an educational product called ―InterpretTEA‖ was developed, composed of digital and physical boards containing texts and images that facilitate the understanding and interpretation of the text by the students. This educational product comes with an application guide and guidance for teachers. The results of the application of the questionnaires showed that more than half of the teachers have a specialization in Special Education and reported difficulty in teaching the student with ASD. Some of the difficulties emphasized by the teachers were the interaction and lack of understanding on the part of the student with ASD in relation to the interpretation of texts, so they made adaptations of the activities so that the student could carry them out. The monitor also reports the difficulty of understanding, as well as the student's communication and escape behavior, and whenever she is faced with a difficulty, she wants to draw. The initial diagnostic evaluation carried out by the researcher with the student confirmed the teachers' and the monitor's reports, since it was possible to evaluate that despite the fluent reading, there was difficulty in understanding, especially regarding subjects that were not of interest to them. The application of the educational product demonstrated that the use of images helps in the understanding of texts, as it serves as visual clues about the subject addressed, helping you to understand and remember the content read more easily. It is concluded that it is important for the teacher to be aware of the individuality of his student with ASD, as well as the characteristics of the disorder, in order to develop pedagogical strategies for learning to occur. InterpretTEA is an instrument that helps in text interpretation, and despite having been applied to students with ASD, it can benefit all students.
Students with Autism Spectrum Disorder enter Elementary School II often with a learning delay due to the fact that they are not served with teaching strategies appropriate to their needs. Given this fact, this research aimed to identify characteristics of Autism Spectrum Disorder that may interfere with text interpretation activities and to develop an educational product that facilitates the understanding and interpretation of texts by these students. Participatory research with a qualitative approach is configured as a case study. A student with ASD in the ninth year of a municipal school in a city in the interior of the state of São Paulo, his teachers and monitors participated in the research. Data collection took place through the application of a questionnaire to teachers and monitoring, with questions that dealt with aspects of professional training, knowledge about ASD, difficulties encountered in working with text interpretation with students with ASD and offering pedagogical support needed by the student. After collecting and analyzing the data, an educational product called ―InterpretTEA‖ was developed, composed of digital and physical boards containing texts and images that facilitate the understanding and interpretation of the text by the students. This educational product comes with an application guide and guidance for teachers. The results of the application of the questionnaires showed that more than half of the teachers have a specialization in Special Education and reported difficulty in teaching the student with ASD. Some of the difficulties emphasized by the teachers were the interaction and lack of understanding on the part of the student with ASD in relation to the interpretation of texts, so they made adaptations of the activities so that the student could carry them out. The monitor also reports the difficulty of understanding, as well as the student's communication and escape behavior, and whenever she is faced with a difficulty, she wants to draw. The initial diagnostic evaluation carried out by the researcher with the student confirmed the teachers' and the monitor's reports, since it was possible to evaluate that despite the fluent reading, there was difficulty in understanding, especially regarding subjects that were not of interest to them. The application of the educational product demonstrated that the use of images helps in the understanding of texts, as it serves as visual clues about the subject addressed, helping you to understand and remember the content read more easily. It is concluded that it is important for the teacher to be aware of the individuality of his student with ASD, as well as the characteristics of the disorder, in order to develop pedagogical strategies for learning to occur. InterpretTEA is an instrument that helps in text interpretation, and despite having been applied to students with ASD, it can benefit all students.
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Palavras-chave
Transtorno do Espectro Autista, Ensino, Eliminação de barreiras, Aprendizagem, Autismo, Autistic Spectrum Disorder, Teaching, Elimination of barriers., Learning