School inclusion of a child with autism spectrum disorder in early chilhood education – the contribution of a child monitoring system

• Autor(a) principal: da Silva, Carla Cilene Baptista
• Data de Publicação: 2019
• Outros Autores: Ferreira, Andressa Fabri, Portugal, Gabriela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v11i4.10573

Based on official Brazilian standards that frame early childhood education and inclusive education as a right of all children we sought to investigate the school routine of a four-yearold boy with Autism Spectrum Disorder (ASD) in an inclusion process, focusing on his social interactions at a public pre-school in a Brazilian city. Still, it was objective of this work, to understand how practices supported in observation and records through the Child Monitoring System (Portugal & Laevers 2018) contribute to the establishment of a more inclusive school.The child was observed in various situations, such as in the classroom, at the park, in the computer class, and during the specialized educational service. The data of the evaluation carried out by one of the child’s teachers were also considered, using the Child Monitoring System. The record of the child’s interactions in his/her school routine resulted in categories, such as ChildAdult Interactions and Child-Child Interactions. The observations and the evaluation through the Child Monitoring System contributed to understand the lived experience of the child, considering their levels of well-being and involvement. The teacher had the opportunity to better understand how the social interactions experienced by the child at school were taking place and, thus, to understand his development and difficulties. The monitoring process focused on the experience of the child facilitated the perception of the importance of strategies for intervention and educational offer to the child with ASD, as well as of more opportunities for social interaction among all children, providing a more inclusive school environment.