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Advisor(s)
Abstract(s)
Propõe-se conhecer como se dá o processo de inclusão de alunos com
transtorno do espectro do autsmo (TEA) nas escolas públicas da rede
estadual na região metropolitana de São Luís tomando-se como orientação as
polítcas de inclusão, com ênfase nos direitos das crianças com TEA em idade
escolar a estarem na escola e os deveres concernentes às escolas com a
inclusão escolar destes sujeitos. Procuramos refetr sobre o TEA através da
literatura especializada e dos trabalhos académicos recentes para servirem de
suporte teórico e empirico no qual imergimos para encontrar respostas aos
nossos objetvos. Para tanto utlizamos uma abordagem qualitatva sem
perder de vista a ênfase quanttatva e os instrumentos de recolha tais como o
questonário semiestruturado tomando como referencia os objetvos a serem
alcançados e a entrevista não estruturada. Os locais de investgação foram:
uma escola da zona urbana e outra escola da zona rural da região
metropolitana de São Luis do Maranhão, escolhidas de forma aleatória. Por
fm, fzémos a discussão e análise dos dados recolhidos através da
triangulação dos resultados encontrados. Concluímos que a inclusão de
alunos com TEA nas escolas públicas da rede estadual na região metropolitana
de São Luísainda precisa ser entendida pelos gestores, professores e pais de
alunos na medida em que embora as leis estejam em consonância com o
pensamento cambiante ainda não foi internalizada pelos sujeitos envolvidos
nesse contexto escolar para ser colocada em prátca em sua totalidade nas
escolas da educação básica.
It is proposed to know how the process of inclusion of students with autsm spectrum disorder (ASD) in public schools of the state network in the metropolitan region of São Luís is taking place, with inclusion policies focusing on the rights of children with TEA at school age to be in school and the dutes concerning schools with the school inclusion of these subjects. We sought to refect on Autsm Spectrum Disorder through specialized literature and recent academic work to serve as theoretcal and empirical support in which we immerse ourselves in fnding answers to our goals. For this, we use a qualitatve approach without losing sight of the quanttatve emphasis and the collecton instruments such as the semi-structured questonnaire, taking as reference the objectves to be achieved and the unstructured interview. The research sites were: a school in the urban zone and another school in the rural area of the metropolitan region of São Luis do Maranhão, chosen at random. Finally, we made the discussion and analysis of the data collected through the triangulaton of the results found. We conclude that the inclusion of students with autsm spectrum disorder (ASD) in public schools of the state network in the metropolitan region of São Luís stll needs to be understood by the managers, teachers and parents of students to the extent that although the laws are in consonance with the changing thinking has not yet been internalized by the subjects involved in this school context to be put into practce in its totality in the schools of basic educaton.
It is proposed to know how the process of inclusion of students with autsm spectrum disorder (ASD) in public schools of the state network in the metropolitan region of São Luís is taking place, with inclusion policies focusing on the rights of children with TEA at school age to be in school and the dutes concerning schools with the school inclusion of these subjects. We sought to refect on Autsm Spectrum Disorder through specialized literature and recent academic work to serve as theoretcal and empirical support in which we immerse ourselves in fnding answers to our goals. For this, we use a qualitatve approach without losing sight of the quanttatve emphasis and the collecton instruments such as the semi-structured questonnaire, taking as reference the objectves to be achieved and the unstructured interview. The research sites were: a school in the urban zone and another school in the rural area of the metropolitan region of São Luis do Maranhão, chosen at random. Finally, we made the discussion and analysis of the data collected through the triangulaton of the results found. We conclude that the inclusion of students with autsm spectrum disorder (ASD) in public schools of the state network in the metropolitan region of São Luís stll needs to be understood by the managers, teachers and parents of students to the extent that although the laws are in consonance with the changing thinking has not yet been internalized by the subjects involved in this school context to be put into practce in its totality in the schools of basic educaton.
Description
Keywords
Inclusão Transtorno do espectro do Autismo Rede pública Escolas
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação