TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder

Detalhes bibliográficos
Autor(a) principal: Dias, Chiara Maria Seidel Luciano
Data de Publicação: 2023
Outros Autores: Hardoim, Edna Lopes, Arruda, Rafael
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Exitus
Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2174
Resumo: This article presents itself as an excerpt from a PhD research that identified qualitative indicators in the schooling of students with Autism Spectrum Disorder (ASD) in the context of inclusive education. Inclusive Education extends beyond schools, as a multidimensional and continuous project and when we understand its dimensions, as Booth and Ainscow (2002), Echeita Sarrionandía and Ainscow (2011), Humphrey and Lewis (2008) UNESCO-OIE (2018) and Silva and Garcez (2019). We are dedicated to highlighting is this text the tone of training spaces combined with multidisciplinary case as contribution to the schooling of autistic students. These spaces become training and integration spaces for multidisciplinary knowledge, interconnecting Education, Health and Social Assistance policies. Therefore, we bring some discussions about the contributions and possibilities for the organization of theses spaces.
id UFOPA-1_e9821d12246b2be9709e29aaff5e5cfb
oai_identifier_str oai:ojs.pkp.sfu.ca:article/2174
network_acronym_str UFOPA-1
network_name_str Revista Exitus
repository_id_str
spelling TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorderESPACIOS DE FORMACIÓN E INTEGRACIÓN DE CONOCIMIENTOS EN EL CONTEXTO DE LA EDUCACIÓN INCLUSIVA: aportes para la escolarización de estudiantes con trastorno del espectro autistaESPAÇOS FORMATIVOS E DE INTEGRAÇÃO DE SABERES NO CONTEXTO DA EDUCAÇÃO INCLUSIVA: contribuições para a escolarização de estudantes com transtorno do espectro autistaDimensões da Educação InclusivaIntegralidadeInclusão e equidadePolíticas públicasAutism spectrum disorderDimensions of schoolingCentral IndicatorsInclusion and equityDesorden del espectro autistaDimensiones de la escolarizaciónIndicadores básicosInclusión y equidadThis article presents itself as an excerpt from a PhD research that identified qualitative indicators in the schooling of students with Autism Spectrum Disorder (ASD) in the context of inclusive education. Inclusive Education extends beyond schools, as a multidimensional and continuous project and when we understand its dimensions, as Booth and Ainscow (2002), Echeita Sarrionandía and Ainscow (2011), Humphrey and Lewis (2008) UNESCO-OIE (2018) and Silva and Garcez (2019). We are dedicated to highlighting is this text the tone of training spaces combined with multidisciplinary case as contribution to the schooling of autistic students. These spaces become training and integration spaces for multidisciplinary knowledge, interconnecting Education, Health and Social Assistance policies. Therefore, we bring some discussions about the contributions and possibilities for the organization of theses spaces.Este artículo se presenta como un extracto de una investigación doctoral que identificó indicadores cualitativos en la escolarización de estudiantes con Trastorno del Espectro Autista (TEA) en el contexto de la educación inclusiva. La Educación Inclusiva se extiende más allá de las escuelas, como un proyecto multidimensional y continuo y cuando entendemos sus dimensiones, como nos indica Booth y Ainscow (2002), Echeita Sarrionandía y Ainscow (2011), Humphrey y Lewis (2008), UNESCO-OIE (2018) y Silva y Garcez (2019), nos dedicamos a resaltar en este texto la tónica de los espacios formativos aliados a la atención multidisciplinar como aporte a la escolarización de los alumnos autistas. Estos espacios se convierten en espacios de formación e integración de saberes multidisciplinarios, vinculando las políticas de Educación, Salud y Asistencia Social. Por eso, traemos algunas discusiones sobre los aportes y posibilidades para la organización de estos espacios.  O presente artigo se apresenta como um recorte de uma pesquisa de doutoramento que identificou indicadores qualitativos na escolarização de estudantes com Transtorno do Espectro Autista (TEA) no contexto da educação inclusiva. A Educação Inclusiva se estende para além das escolas como um projeto multidimensional e contínuo, e ao compreendermos suas dimensões, como nos aponta Booth e Ainscow (2002), Echeita Sarrionandía e Ainscow (2011), Humphrey e Lewis (2008), UNESCO-OIE (2018) e Silva e Garcez (2019), nos dedicamos a evidenciar neste texto, a tônica dos espaços formativos aliados aos atendimentos multiprofissionais como contribuição à escolarização dos estudantes autistas.  Estes espaços se tornam espaços formativos e de integração de saberes multidisciplinares, interligando políticas de Educação, Saúde e Assistência Social. Sendo assim, trazemos algumas discussões sobre as contribuições e possibilidades para a organização destes espaços.Universidade Federal do Oeste do Pará/UFOPA2023-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/217410.24065/2237-9460.2023v13n1ID2174Revista Exitus; v. 13 (2023); e0230512237-9460reponame:Revista Exitusinstname:Universidade Federal do Oeste do Pará (UFOPA)instacron:UFOPAporhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2174/1444Copyright (c) 2023 Chiara Maria Seidel Luciano Dias, Edna Lopes Hardoim, Rafael Arrudahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDias, Chiara Maria Seidel Luciano Hardoim, Edna Lopes Arruda, Rafael2023-05-09T16:39:53Zoai:ojs.pkp.sfu.ca:article/2174Revistahttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/indexPUBhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/oai||revistaicedufopa@gmail.com2237-94602236-2983opendoar:2024-01-24T12:48:33.473231Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)false
dc.title.none.fl_str_mv TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
ESPACIOS DE FORMACIÓN E INTEGRACIÓN DE CONOCIMIENTOS EN EL CONTEXTO DE LA EDUCACIÓN INCLUSIVA: aportes para la escolarización de estudiantes con trastorno del espectro autista
ESPAÇOS FORMATIVOS E DE INTEGRAÇÃO DE SABERES NO CONTEXTO DA EDUCAÇÃO INCLUSIVA: contribuições para a escolarização de estudantes com transtorno do espectro autista
title TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
spellingShingle TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
Dias, Chiara Maria Seidel Luciano
Dimensões da Educação Inclusiva
Integralidade
Inclusão e equidade
Políticas públicas
Autism spectrum disorder
Dimensions of schooling
Central Indicators
Inclusion and equity
Desorden del espectro autista
Dimensiones de la escolarización
Indicadores básicos
Inclusión y equidad
title_short TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
title_full TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
title_fullStr TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
title_full_unstemmed TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
title_sort TRAINING SPACES AND INTEGRATION OF KNOWLEDGE IN THE INCLUSIVE EDUCATION CONTEXT: contributions to the schooling of students with autism spectrum disorder
author Dias, Chiara Maria Seidel Luciano
author_facet Dias, Chiara Maria Seidel Luciano
Hardoim, Edna Lopes
Arruda, Rafael
author_role author
author2 Hardoim, Edna Lopes
Arruda, Rafael
author2_role author
author
dc.contributor.author.fl_str_mv Dias, Chiara Maria Seidel Luciano
Hardoim, Edna Lopes
Arruda, Rafael
dc.subject.por.fl_str_mv Dimensões da Educação Inclusiva
Integralidade
Inclusão e equidade
Políticas públicas
Autism spectrum disorder
Dimensions of schooling
Central Indicators
Inclusion and equity
Desorden del espectro autista
Dimensiones de la escolarización
Indicadores básicos
Inclusión y equidad
topic Dimensões da Educação Inclusiva
Integralidade
Inclusão e equidade
Políticas públicas
Autism spectrum disorder
Dimensions of schooling
Central Indicators
Inclusion and equity
Desorden del espectro autista
Dimensiones de la escolarización
Indicadores básicos
Inclusión y equidad
description This article presents itself as an excerpt from a PhD research that identified qualitative indicators in the schooling of students with Autism Spectrum Disorder (ASD) in the context of inclusive education. Inclusive Education extends beyond schools, as a multidimensional and continuous project and when we understand its dimensions, as Booth and Ainscow (2002), Echeita Sarrionandía and Ainscow (2011), Humphrey and Lewis (2008) UNESCO-OIE (2018) and Silva and Garcez (2019). We are dedicated to highlighting is this text the tone of training spaces combined with multidisciplinary case as contribution to the schooling of autistic students. These spaces become training and integration spaces for multidisciplinary knowledge, interconnecting Education, Health and Social Assistance policies. Therefore, we bring some discussions about the contributions and possibilities for the organization of theses spaces.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2174
10.24065/2237-9460.2023v13n1ID2174
url https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2174
identifier_str_mv 10.24065/2237-9460.2023v13n1ID2174
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2174/1444
dc.rights.driver.fl_str_mv Copyright (c) 2023 Chiara Maria Seidel Luciano Dias, Edna Lopes Hardoim, Rafael Arruda
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Chiara Maria Seidel Luciano Dias, Edna Lopes Hardoim, Rafael Arruda
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
publisher.none.fl_str_mv Universidade Federal do Oeste do Pará/UFOPA
dc.source.none.fl_str_mv Revista Exitus; v. 13 (2023); e023051
2237-9460
reponame:Revista Exitus
instname:Universidade Federal do Oeste do Pará (UFOPA)
instacron:UFOPA
instname_str Universidade Federal do Oeste do Pará (UFOPA)
instacron_str UFOPA
institution UFOPA
reponame_str Revista Exitus
collection Revista Exitus
repository.name.fl_str_mv Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)
repository.mail.fl_str_mv ||revistaicedufopa@gmail.com
_version_ 1799711040185827328

Registros relacionados