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Abstract(s)
Esta pesquisa trata de analisar o contributo do ensino regular no processo
de educação para a inclusão de crianças autistas, através de um estudo de
caso. Realizamos a pesquisa em duas escolas da cidade de Tucuruí (PA), sendo
uma de educação infantil e a outra de educação fundamental I. Foi utilizada a
metodologia qualitativa, no formato de estudo de caso. Aplicamos entrevistas
semiestruturadas a 13 participantes (2 gestoras, 8 professoras e 3
encarregadas de educação). As entrevistas foram gravadas em áudio e
posteriormente transcritas e validadas pelas participantes. Este estudo
permitiu concluir que os principais problemas com que a escola se tem
deparado, segundo a perceção das gestoras, são a qualidade da participação
da família e a falta de qualificação de alguns profissionais para trabalharem
com as crianças autistas. As professoras divergem em relação às dificuldades
que encontram no trabalho com os autistas, mas são unânimes em considerar
que a qualidade das infraestruturas e de alguns materiais trás
constrangimentos para o serviço. As encarregadas de educação consideram
que o processo de escolarização parece ser prejudicado pela falta de recursos
e por alguma falta de formação dos professores, e consideram ainda que o
processo de inclusão parece estar comprometido pelo facto dos alunos só
socializarem com os colegas do ensino regular. Além destas três conclusões,
parece-nos poder concluir também que nas escolas é sentida a necessidade
do apoio de equipas multidisciplinares, que facilitem o processo de
escolarização e de desenvolvimento dos autistas e, consequentemente, o
processo de inclusão das crianças autistas.
This research is to analyze the contribution of regular education in the education process to the inclusion of autistic children, through a case study. We conduct research in two schools in Tucuruí (PA), and a children's education and other fundamental education I. qualitative methodology was used in the case study format. We applied semi-structured interviews with 13 participants (2 managers, 8 teachers and 3 in charge of education). The interviews were audio-recorded and later transcribed and validated by participants. This study found that the main problems that the school has faced, according to the perception of management, are family participation quality and the lack of qualification of some professionals to work with autistic children. The teachers differ in relation to the difficulties encountered in working with autistic but are unanimous in considering that the quality of infrastructure and some materials back constraints for the service. The charge of education consider that the process of schooling appears to be hampered by lack of resources and a lack of teacher training, and still consider that the process of inclusion appears to be compromised by the fact that students only socialize with colleagues from mainstream education. In addition to these three conclusions, it seems can also conclude that the schools felt the need of multidisciplinary teams support to facilitate the process of education and the development of autism and hence of greater inclusion in mainstream education.
This research is to analyze the contribution of regular education in the education process to the inclusion of autistic children, through a case study. We conduct research in two schools in Tucuruí (PA), and a children's education and other fundamental education I. qualitative methodology was used in the case study format. We applied semi-structured interviews with 13 participants (2 managers, 8 teachers and 3 in charge of education). The interviews were audio-recorded and later transcribed and validated by participants. This study found that the main problems that the school has faced, according to the perception of management, are family participation quality and the lack of qualification of some professionals to work with autistic children. The teachers differ in relation to the difficulties encountered in working with autistic but are unanimous in considering that the quality of infrastructure and some materials back constraints for the service. The charge of education consider that the process of schooling appears to be hampered by lack of resources and a lack of teacher training, and still consider that the process of inclusion appears to be compromised by the fact that students only socialize with colleagues from mainstream education. In addition to these three conclusions, it seems can also conclude that the schools felt the need of multidisciplinary teams support to facilitate the process of education and the development of autism and hence of greater inclusion in mainstream education.
Description
Keywords
Gestão escolar Educação inclusiva Espectro autista Salas de recursos multifuncionais School management Inclusive education Autism spectrum Multifunction resource rooms
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação