Autoeficácia de professores de estudantes com transtornos do espectro autista do ensino fundamental II e médio
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Data
2023-03-27
Autores
Bispo, Solange
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Considerando a importância de discussões a respeito da inclusão escolar de estudantes com Transtorno do Espectro Autista (TEA) e o trabalho docente nas escolas, a presente pesquisa tem como objetivo geral identificar a Autoeficácia e a percepção de professores sobre sua formação e atuação com estudantes com TEA no Ensino Fundamental, Anos Finais e no Ensino Médio da Rede Pública Estadual de Ensino. Como objetivos específicos, pretende-se caracterizar os professores em unidades escolares pertencentes a Diretoria de Ensino de uma cidade do interior paulista, analisar a percepção desses professores a respeito dos comportamentos e inclusão do estudante com TEA; identificar, segundo a percepção dos professores, quais os domínios teóricos e práticos que atendem às especificidades do estudante com TEA. Participaram da pesquisa professores que atuam no Ensino Fundamental, Anos Finais e no Ensino Médio. A coleta de dados foi realizada virtualmente e participaram deste estudo 110 professores. Os instrumentos utilizados foram: Questionário “Percepção dos professores sobre a formação e atuação com estudantes com Transtorno do Espectro Autista”, e a Escala de Avaliação de Autoeficácia de Professores com Autismo (Autism Self-Efficacy Scale For Teachers – ASSET). Estes foram encaminhados aos participantes pelo Google Forms. Dos 110 participantes da pesquisa, 36,4 % disseram nunca ter atuado com estudante com TEA e 63,8% dos participantes disseram que já atuaram com estudantes com TEA ao longo de suas carreiras. Em relação a formação para atender as especificidades do estudante com TEA, 95,5% dos professores consideraram necessário ter formação específica na área. Apenas 24,5% dos participantes acreditam que sua formação inicial contribuí para o trabalho com o estudante com TEA. Os resultados apontaram que 59,1, % dos professores já trabalharam com estudantes com TEA e compreendem que as formações contribuem para o trabalho realizado com esse público. 54,5% dos professores relatam que buscam formações necessárias na área do TEA, mas os dados apontam que apenas 8,1% desses professores possuem formação na área específica do TEA. Os docentes apontaram que as experiências com os estudantes com TEA foram muito desafiadoras, pois além das lacunas formativas, encontraram dificuldades com os familiares, falta de apoio no contexto escolar e número excessivo de alunos na sala de aula. As experiências prévias e o tempo de atuação docente foram variáveis importantes relacionadas à Autoeficácia na presente pesquisa. Os resultados identificam também que, em relação a autoeficácia, 21,8% dos professores se sentem preparados para atuar com o estudante com TEA, enquanto 26,6% não se sentem preparados e 54,5% se sentem parcialmente preparados, dados que indicam a necessidade de estabelecer ações no contexto escolar a fim de apoiar as experiências do professor com o estudante com TEA. Conclui-se que existe a necessidade de políticas públicas direcionadas para melhorias na estrutura física e humana das escolas e investimentos na formação de professores da Educação Básica, a fim de que estes enfrentem os desafios em relação à inclusão de estudantes com TEA e garantam a eles acesso ao currículo.
Discussions on the inclusion of students with Autistic Spectrum Disorder (ASD) in schools and the teaching involved are paramount. The general purpose of this study is to identify self-efficacy and the perception of state public school teachers on their training and work with students with ASD in elementary, middle, and high school levels. The specific purpose of this study is to characterize the teachers from schools in the countryside of the State of São Paulo, analyze their perception on the behaviors and inclusion of students with ASD and identify which theoretical and practical knowledge meets the needs of these students. Teachers working in elementary, middle, and high schools participated in the study. Data collection was carried out virtually and 110 teachers participated. The Autism Self-Efficacy Scale For Teachers – ASSET and the questionnaire “Teachers' Perception on the Training and Work with Students with Autism Spectrum Disorder” were used as tools and forwarded to participants via Google Forms. Of the 110 research participants, 36.4% said they had never worked with students with ASD and 63.8% said they had worked with students with ASD before throughout their careers. Regarding specific training to meet the needs of students with ASD, 95.5% of teachers considered it necessary. Only 24.5% of the participants believe that their initial training contributed to working with these students. The results showed that 59.1% of teachers have already worked with students with ASD and understand that training contributes to the work done with them; 54.5% of teachers report that they seek adequate training on ASD, but the data indicate that only 8.1% of these teachers have such training. Teachers pointed out that the experiences with students with ASD were very challenging because, in addition to training gaps, they had difficulties with family members, lack of support in the school setting and the increasing number of students in the classroom. Previous experiences and length of teaching experience were important variables related to self-efficacy in this study. The results also identified that 21.8% of teachers feel prepared to work with students with ASD, while 26.6% do not and 54.5 feel partially prepared. Such data indicate the need to establish inclusive education actions in the school setting as a means to support the teacher's experiences with students with ASD. We can conclude that there is a need for public policies aimed at improving the physical structure and human aspect of schools, and investments in the training of Basic Education teachers so that they meet the challenges of inclusion of students with ASD and guarantee their access to the curriculum.
Discussions on the inclusion of students with Autistic Spectrum Disorder (ASD) in schools and the teaching involved are paramount. The general purpose of this study is to identify self-efficacy and the perception of state public school teachers on their training and work with students with ASD in elementary, middle, and high school levels. The specific purpose of this study is to characterize the teachers from schools in the countryside of the State of São Paulo, analyze their perception on the behaviors and inclusion of students with ASD and identify which theoretical and practical knowledge meets the needs of these students. Teachers working in elementary, middle, and high schools participated in the study. Data collection was carried out virtually and 110 teachers participated. The Autism Self-Efficacy Scale For Teachers – ASSET and the questionnaire “Teachers' Perception on the Training and Work with Students with Autism Spectrum Disorder” were used as tools and forwarded to participants via Google Forms. Of the 110 research participants, 36.4% said they had never worked with students with ASD and 63.8% said they had worked with students with ASD before throughout their careers. Regarding specific training to meet the needs of students with ASD, 95.5% of teachers considered it necessary. Only 24.5% of the participants believe that their initial training contributed to working with these students. The results showed that 59.1% of teachers have already worked with students with ASD and understand that training contributes to the work done with them; 54.5% of teachers report that they seek adequate training on ASD, but the data indicate that only 8.1% of these teachers have such training. Teachers pointed out that the experiences with students with ASD were very challenging because, in addition to training gaps, they had difficulties with family members, lack of support in the school setting and the increasing number of students in the classroom. Previous experiences and length of teaching experience were important variables related to self-efficacy in this study. The results also identified that 21.8% of teachers feel prepared to work with students with ASD, while 26.6% do not and 54.5 feel partially prepared. Such data indicate the need to establish inclusive education actions in the school setting as a means to support the teacher's experiences with students with ASD. We can conclude that there is a need for public policies aimed at improving the physical structure and human aspect of schools, and investments in the training of Basic Education teachers so that they meet the challenges of inclusion of students with ASD and guarantee their access to the curriculum.
Descrição
Palavras-chave
Transtorno do espectro autista, Autoeficácia, Ensino médio, Ensino fundamental, Educação especial, Autistic spectrum disorder, Self-efficacy, High school, Elementary school, Special education
Como citar
BISPO, Solange. Autoeficácia de professores de estudantes com transtornos do espectro autista do ensino fundamental II e médio. Universidade Estadual Paulista (Unesp), 2023.