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Abstract(s)
Este trabalho apresenta um programa de intervenção educacional desenvolvido e implementado para promover a inclusão escolar e aumentar a autonomia funcional de um aluno com autismo em uma Unidade de Multideficiência. A metodologia adotada envolveu um ciclo de investigação-ação, dividido em cinco fases: observação direta, identificação de problemas, planejamento da intervenção, implementação das estratégias e avaliação dos resultados. Foram utilizadas diversas técnicas e instrumentos de avaliação, como a Medida de Independência Funcional (FIM), Medida de Avaliação Funcional (FAM), Escala de Intensidade de Apoio para Crianças (SIS-C) e a Classificação Internacional da Funcionalidade, Incapacidade e Saúde (CIF), para identificar as necessidades específicas do aluno e definir os suportes necessários, visando promover a inclusão escolar e aumentar sua autonomia funcional no contexto escolar. As estratégias de intervenção adotadas foram definidas de acordo com o perfil de funcionalidade do aluno e incluíram a implementação da rotina escolar por meio de recursos visuais, suporte direto e individualizado, e o uso de diferentes níveis de ajuda (verbal, gestual e física parcial). Após a intervenção, houve um aumento significativo no tempo de interação do aluno com os pares e redução no tempo de uso do computador no contexto escolar. Os resultados obtidos indicam que a implementação de medidas de apoio personalizadas e intensivas pode promover a inclusão com equidade educativa, contribuindo para o desenvolvimento de habilidades de vida diária aumentando a autonomia funcional de alunos com autismo.
This work presents an educational intervention program developed and implemented to promote school inclusion and increase the functional autonomy of a student with autism in a Multidisability Unit. The methodology adopted involved an action-research cycle, divided into five phases: direct observation, problem identification, intervention planning, implementation of strategies and evaluation of results. Various assessment techniques and instruments were used, such as the Functional Independence Measure (FIM), Functional Assessment Measure (FAM), Support Intensity Scale for Children (SIS-C) and the International Classification of Functioning, Disability and Health (CIF), to identify the student's specific needs and define the necessary supports, aiming to promote school inclusion and increase their functional autonomy in the school context. The intervention strategies adopted were defined according to the student's functionality profile and included the implementation of the school routine through visual resources, direct and individualized support, and the use of different levels of help (verbal, gestural and partial physical). After the intervention, there was a significant increase in the student's interaction time with peers and a reduction in the time spent using the computer in the school context. The results obtained indicate that the implementation of personalized and intensive support measures can promote inclusion with educational equity, contributing to the development of daily living skills and increasing the functional autonomy of students with autism.
This work presents an educational intervention program developed and implemented to promote school inclusion and increase the functional autonomy of a student with autism in a Multidisability Unit. The methodology adopted involved an action-research cycle, divided into five phases: direct observation, problem identification, intervention planning, implementation of strategies and evaluation of results. Various assessment techniques and instruments were used, such as the Functional Independence Measure (FIM), Functional Assessment Measure (FAM), Support Intensity Scale for Children (SIS-C) and the International Classification of Functioning, Disability and Health (CIF), to identify the student's specific needs and define the necessary supports, aiming to promote school inclusion and increase their functional autonomy in the school context. The intervention strategies adopted were defined according to the student's functionality profile and included the implementation of the school routine through visual resources, direct and individualized support, and the use of different levels of help (verbal, gestural and partial physical). After the intervention, there was a significant increase in the student's interaction time with peers and a reduction in the time spent using the computer in the school context. The results obtained indicate that the implementation of personalized and intensive support measures can promote inclusion with educational equity, contributing to the development of daily living skills and increasing the functional autonomy of students with autism.
Description
Keywords
Inclusão escolar Autismo Rotina escolar Autonomia funcional School inclusion Autism School routine Functional autonomy
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação