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As experiências de inclusão nas escolas portuguesas : a voz de adolescentes com perturbação do espetro do autismo
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A literatura tem sublinhado a importância de ouvir diretamente os estudantes com Perturbação do Espetro do Autismo (PEA) no desenvolvimento de práticas e políticas educativas mais inclusivas, sendo ainda escassos os estudos que exploram as suas vivências a partir das suas próprias narrativas. O presente estudo, de natureza qualitativa, teve como objetivo compreender as experiências, necessidades e perspetivas de inclusão escolar de adolescentes com PEA, com idades entre os 12 e os 16 anos, a partir das suas vozes. Participaram oito adolescentes com diagnóstico de PEA, integrados em escolas públicas tendo sido realizada uma entrevista narrativa individual com cada um. A análise temática das narrativas permitiu identificar três dimensões principais: experiência escolar; relação e interação com os outros e participação na vida da escola. Os resultados revelam a valorização da estabilidade, previsibilidade e empatia por parte dos docentes, bem como a importância de um ambiente escolar compreensivo. Contudo, emergem também sentimentos de exclusão, incompreensão e dificuldades relacionais. Estes dados reforçam a necessidade de práticas mais ajustadas às especificidades dos jovens com PEA, nomeadamente através da escuta ativa, da promoção da autodeterminação e do investimento na formação docente. O estudo contribui para colmatar uma lacuna na investigação ao centrar-se nas vozes dos próprios adolescentes, oferecendo pistas relevantes para a melhoria das práticas de inclusão escolar.
The literature has highlighted the importance of directly listening to students with Autism Spectrum Disorder (ASD) in the development of more inclusive educational practices and policies. However, few studies have explored their school experiences through their own narratives. This qualitative study aimed to understand the experiences, needs, and perspectives on school inclusion of adolescents with ASD, aged between 12 and 16 years, through their voices. Eight adolescents diagnosed with ASD, attending public schools, participated in individual narrative interviews. Thematic analysis of their narratives revealed three main dimensions: school experience; relationships and interactions with others; and participation in school life. The findings highlight the value placed on stability, predictability, and teacher empathy, as well as the importance of a supportive and understanding school environment. Nevertheless, feelings of exclusion, misunderstanding, and relational difficulties also emerged. These results reinforce the need for more responsive practices tailored to the specificities of adolescents with ASD, particularly through active listening, the promotion of self-determination, and investment in teacher training. This study addresses a gap in the literature by focusing on the voices of adolescents themselves, offering valuable insights for improving inclusive school practices.
The literature has highlighted the importance of directly listening to students with Autism Spectrum Disorder (ASD) in the development of more inclusive educational practices and policies. However, few studies have explored their school experiences through their own narratives. This qualitative study aimed to understand the experiences, needs, and perspectives on school inclusion of adolescents with ASD, aged between 12 and 16 years, through their voices. Eight adolescents diagnosed with ASD, attending public schools, participated in individual narrative interviews. Thematic analysis of their narratives revealed three main dimensions: school experience; relationships and interactions with others; and participation in school life. The findings highlight the value placed on stability, predictability, and teacher empathy, as well as the importance of a supportive and understanding school environment. Nevertheless, feelings of exclusion, misunderstanding, and relational difficulties also emerged. These results reinforce the need for more responsive practices tailored to the specificities of adolescents with ASD, particularly through active listening, the promotion of self-determination, and investment in teacher training. This study addresses a gap in the literature by focusing on the voices of adolescents themselves, offering valuable insights for improving inclusive school practices.
Descrição
Palavras-chave
Perturbação do espetro do autismo (PEA) Inclusão escolar Exclusão escolar Voz dos alunos Autism spectrum disorder (ASD) School inclusion School exclusion Student voice
Contexto Educativo
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Licença CC
Sem licença CC