Síndrome de Asperger e educação inclusiva: análise de atitudes sociais e interações sociais
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Data
2011-03-03
Autores
Brito, Maria Claudia [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Para a construção de um ensino inclusivo de qualidade é imprescindível compreender as condições de acolhimento de todos os alunos e promover adequações que favoreçam o ambiente social das escolas. Assim, o objetivo desta pesquisa foi investigar o meio social em ambiente educacional inclusivo de alunos com síndrome de Asperger. Para isso foi realizada análise do meio atitudinal (estudo I) e análise do meio interacional (estudo II). No estudo I foram investigadas as atitudes sociais de professores e alunos, que compõem o ambiente escolar de alunos com síndrome de Asperger, acerca da inclusão. O estudo II consistiu na investigação do ambiente interacional de alunos com síndrome de Asperger, por meio de um estudo sociométrico com os colegas de classe e por meio da análise de situações de sala de aula. Esta pesquisa contou com 189 participantes entre educadores e alunos, de quatro escolas públicas de Ensino Fundamental, sendo duas escolas com alunos com síndrome de Asperger, do 5º. ano, gênero masculino, com 10 anos de idade, que participaram dos estudos I e II e duas escolas sem experiência de inclusão, participantes apenas do estudo I. Para caracterização dos participantes focais (P1 e P2), isto é, os alunos com síndrome de Asperger, foram utilizadas uma ficha informativa, as Provas de Pragmática e de Vocabulário e a Escala de Avaliação de Traços Autísticos. Para caracterização de suas professoras e das escolas utilizou-se uma ficha informativa e um roteiro de entrevista. No estudo I, a coleta de dados referente às atitudes sociais de 73 educadores frente à inclusão, foi realizada por meio da Escala Likert de Atitudes Sociais em relação à Inclusão. As atitudes sociais de 116 alunos foram mensuradas por meio de uma Escala Infantil de Atitudes Sociais, entre os quais, dois eram os participantes focais, 51 seus colegas de classe sem deficiências...
For building an inclusive education of quality it is essential to understand the conditions of reception for all students and promote adaptations that promote the social environment of schools. Thus, the aim of this research was to investigate the social environment in inclusive educational environment for students with Asperger syndrome. This study was conducted through analysis of attitudinal (study I) and analysis of the interaction means (study II). In study I, we investigated the social attitudes of teachers and students, who were part of the school environment for students with Asperger syndrome, about inclusion. Study II consisted of interactive research environment for students with Asperger syndrome, through a sociometric study with classmates and by the analysis of situations in the classroom. This research included 189 participants, comprising educators and students of the four public elementary schools; two schools with students with Asperger syndrome, 5th grade pupils, males, 10 years old, males, who participated in studies I and II and two schools with no experience of inclusion, which participated in study I only. For characterization of focal participants (P1 and P2), that is, students with Asperger syndrome, we used an information form, Pragmatic and Vocabulary Tests and the Scale for the Assessment of Austistic Behaviour. To characterize their teachers and schools we used a fact sheet and an interview guide. In study I, the collection of data concerning the social attitudes of 73 educators concerning inclusion, was done using the Likert scale of social attitudes to inclusion. Social attitudes of 116 students were measured through a range of Children's Social Attitudes, among which two were the focal participants, 51 classmates without disabilities and 63 students in control schools. The collection of data for the second study was done by the application of a sociometric... (Complete abstract click electronic access below)
For building an inclusive education of quality it is essential to understand the conditions of reception for all students and promote adaptations that promote the social environment of schools. Thus, the aim of this research was to investigate the social environment in inclusive educational environment for students with Asperger syndrome. This study was conducted through analysis of attitudinal (study I) and analysis of the interaction means (study II). In study I, we investigated the social attitudes of teachers and students, who were part of the school environment for students with Asperger syndrome, about inclusion. Study II consisted of interactive research environment for students with Asperger syndrome, through a sociometric study with classmates and by the analysis of situations in the classroom. This research included 189 participants, comprising educators and students of the four public elementary schools; two schools with students with Asperger syndrome, 5th grade pupils, males, 10 years old, males, who participated in studies I and II and two schools with no experience of inclusion, which participated in study I only. For characterization of focal participants (P1 and P2), that is, students with Asperger syndrome, we used an information form, Pragmatic and Vocabulary Tests and the Scale for the Assessment of Austistic Behaviour. To characterize their teachers and schools we used a fact sheet and an interview guide. In study I, the collection of data concerning the social attitudes of 73 educators concerning inclusion, was done using the Likert scale of social attitudes to inclusion. Social attitudes of 116 students were measured through a range of Children's Social Attitudes, among which two were the focal participants, 51 classmates without disabilities and 63 students in control schools. The collection of data for the second study was done by the application of a sociometric... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação inclusiva, Interação social, Síndrome de asperger, Transtorno invasivo do desenvolvimento, Status sociométrico, Asperger syndrome, Pervasive developmental disorder, Social attitudes, Social interaction, Sociometric status, Inclusive education
Como citar
BRITO, Maria Claudia. Síndrome de Asperger e educação inclusiva: análise de atitudes sociais e interações sociais. 2011. 168 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2011.