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Abstract(s)
Partindo da nossa experiência pessoal e profissional relacionada com a Educação Especial, este trabalho surge como uma abordagem às respostas educativas concretas face à criança portadora de Perturbação do Espectro do Autismo, no contexto educativo que frequenta. O contexto em análise foi a sala de ensino regular em articulação com a Unidade de Ensino Estruturado para a Educação de Alunos com Perturbação do Espectro do Autismo frequentadas pelas crianças que são objeto deste estudo, num Agrupamento de Escolas do concelho X.
Para a realização deste trabalho optámos por utilizar o método de investigação qualitativa, naturalista, de tipo etnográfico, para o estudo relativo às crianças com PEA. Relativamente aos docentes e às suas perceções sobre o ensino estruturado e a Sala Teacch, optamos por uma abordagem quantitativa, com base no inquérito para recolha de dados. Alunos, professores, pais, técnicos, todos os que intervêm na educação destas crianças, foram os participantes e colaboradores nesta investigação. Sem a cooperação de todos os profissionais que trabalham com estas crianças, este estudo não teria sido possível.
Inicia-se este trabalho no plano teórico com a apresentação da Perspetiva Histórica da Educação Especial; das várias perspectivas do Espectro do Autismo ao longo dos anos, procurando compreender o que é o Autismo, a sua etiologia, características, diagnósticos e diferentes modelos que podem ser implementados em crianças com Autismo.
Numa segunda parte, expomos os resultados obtidos nos dois estudos de caso complementares já referidos. Pretendemos, assim, contribuir para uma mudança de atitudes no que diz respeito a toda a comunidade educativa, promovendo desta forma a inclusão da criança com Espetro de Autismo, na salas Teacch, na sala do ensino regular, bem como nos diferentes contextos escolares.
Embarking upon our personal and professional experience related to special education, this study emerges as an approach to address the specific educational responses for children with Autism Spectrum Disorder within the educational context that they attend. The context analysis was the regular school room in conjunction with the Unit Structured Teaching for the Education of Students with Autism Spectrum Disorder frequented by children who are the subject of this study taken from a grouping of schools in the municipality of X. For this task we chose to use the method of qualitative, naturalistic, ethnographic research type for the study of children with ASD. Regarding teachers and their perceptions about structured teaching and Teacch room, we opted for a quantitative approach, based on survey data collection. Students, teachers, parents, coaches, all involved in the education of these children were participants and collaborators in this research. Without the cooperation of all professionals working with these children, this study would not have been possible. We began this study at the theoretical level with the presentation of the Historical Perspective of Special Education; the varying perspectives of the Autism Spectrum over the years, trying to understand what Autism is, its etiology, characteristics, diagnoses and the different models that can be implemented in children with Autism. In a second part, we expose the results obtained in the two previously cited additional case studies. We intend, therefore, to contribute to a change in attitudes with regard to the entire educational community, thus promoting the inclusion of children with Autism Spectrum in Teacch rooms in regular education classrooms as well as in differing school contexts
Embarking upon our personal and professional experience related to special education, this study emerges as an approach to address the specific educational responses for children with Autism Spectrum Disorder within the educational context that they attend. The context analysis was the regular school room in conjunction with the Unit Structured Teaching for the Education of Students with Autism Spectrum Disorder frequented by children who are the subject of this study taken from a grouping of schools in the municipality of X. For this task we chose to use the method of qualitative, naturalistic, ethnographic research type for the study of children with ASD. Regarding teachers and their perceptions about structured teaching and Teacch room, we opted for a quantitative approach, based on survey data collection. Students, teachers, parents, coaches, all involved in the education of these children were participants and collaborators in this research. Without the cooperation of all professionals working with these children, this study would not have been possible. We began this study at the theoretical level with the presentation of the Historical Perspective of Special Education; the varying perspectives of the Autism Spectrum over the years, trying to understand what Autism is, its etiology, characteristics, diagnoses and the different models that can be implemented in children with Autism. In a second part, we expose the results obtained in the two previously cited additional case studies. We intend, therefore, to contribute to a change in attitudes with regard to the entire educational community, thus promoting the inclusion of children with Autism Spectrum in Teacch rooms in regular education classrooms as well as in differing school contexts
Description
Keywords
Autismo Ensino estruturado Modelo Teacch Inclusão Autism Structured teaching model TEACCH Inclusion