Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review

Detalhes bibliográficos
Autor(a) principal: Rambo, Roseli Wolschick
Data de Publicação: 2023
Outros Autores: Almeida, Leonardo Rocha de, Martins, Rosemari Lorenz
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20342
Resumo: Based on the theme inclusion of students with autism in regular education and contributions of individualized educational plan, this article aims to search in the literature for relationships among school inclusion, individualized educational plan (IEP) and development of skills and abilities of students with autism spectrum disorder (ASD) in regular education. It is believed that the child with ASD has the right to build learning and not just be inserted into the classroom without an appropriate pedagogical planning that considers his abilities, difficulties and needs. To identify findings of studies already conducted on this topic, an integrative literature review was conducted in the Scielo and Google Academic databases. The investigation revealed that regular schools still need curricular adaptations for inclusion to actually happen. Frente a essa discussão, evidenciou-se a importância do uso do PEI para o processo de inclusão na escola regular.
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spelling Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature reviewInclusión de estudiantes con TEA en la educación regular y las contribuiciones del Plan Educativo Individualizado: una revisión sistemática de la literaturaInclusão de estudante com TEA no ensino regular e contribuições do Plano Educacional Individualizado: uma revisão sistemática da literaturaInclusão EscolarPlano Educacional IndividualizadoTranstorno do Espectro AutistaSchool inclusion. Individualized Educational Plan Autism Spectrum Disorder Inclusión escolar. Plan Educativo Individualizado Trastornos del Espectro Autista Based on the theme inclusion of students with autism in regular education and contributions of individualized educational plan, this article aims to search in the literature for relationships among school inclusion, individualized educational plan (IEP) and development of skills and abilities of students with autism spectrum disorder (ASD) in regular education. It is believed that the child with ASD has the right to build learning and not just be inserted into the classroom without an appropriate pedagogical planning that considers his abilities, difficulties and needs. To identify findings of studies already conducted on this topic, an integrative literature review was conducted in the Scielo and Google Academic databases. The investigation revealed that regular schools still need curricular adaptations for inclusion to actually happen. Frente a essa discussão, evidenciou-se a importância do uso do PEI para o processo de inclusão na escola regular.Con base en el tema de la inclusión de estudiantes autistas en la educación regular y las contribuciones del plan educativo individualizado, este artículo tiene como objetivo investigar, en la literatura, las relaciones entre la inclusión escolar, el plan educativo individualizado (PEI) y el desarrollo de las competencias y habilidades de los estudiantes con los trastornos del espectro autista (TEA) en su proceso de enseñanza. Los niños con TEA tienen el derecho a construir aprendizajes y no debe ser solamente inserido en el salón de clase, sin una adecuada planificación pedagógica, que considere sus capacidades, dificultades y necesidades. Para identificar estudios ya realizados sobre este tema, se realizó una revisión integrativa de la literatura en la base de datos Scielo y Google Académico. La investigación reveló que la escuela regular aún necesita adaptaciones curriculares para que la inclusión ocurra. Frente a esta discusión, se destacó la importancia de utilizar el PEI para el proceso de inclusión en las escuelas regulares.A partir do tema inclusão de estudante com autismo no ensino regular e contribuições do plano educacional individualizado, o presente artigo tem como objetivo buscar, na literatura, relações entre inclusão escolar, plano educacional individualizado (PEI) e desenvolvimento de competências e habilidades de alunos com transtorno do espectro autista (TEA) no ensino regular. Acredita-se que a criança com TEA tem o direito de construir aprendizagem e não apenas ser inserida em sala de aula sem um planejamento pedagógico adequado, que considere suas habilidades, suas dificuldades e necessidades. Para identificar achados de estudos já realizados sobre esse tema, foi realizada uma revisão integrativa da literatura na base de dados Scielo e no Google Acadêmico. A investigação revelou que a escola regular ainda necessita de adaptações curriculares para que a inclusão aconteça de fato. Frente a essa discussão, evidenciou-se a importância do uso do PEI para o processo de inclusão na escola regular.Editora UEPG2023-06-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/2034210.5212/OlharProfr.v.26.20342.041Olhar de Professor; Bd. 26 (2023): Publicação contínua; 1-17Olhar de Professor; Vol. 26 (2023): Continuous Publication; 1-17Olhar de Professor; Vol. 26 (2023): Publicación Continua; 1-17Olhar de Professor; Vol. 26 (2023): Publicação contínua; 1-17Olhar de Professor; v. 26 (2023): Publicação contínua; 1-171984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/20342/209209217631Copyright (c) 2023 Prof.ª Roseli Wolschick Rambo, Prof. Dr. Leonardo Rocha de Almeida, Prof.ª Dr.ª Rosemari Lorenz Martinshttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessRambo, Roseli WolschickAlmeida, Leonardo Rocha deMartins, Rosemari Lorenz 2024-02-09T00:07:05Zoai:uepg.br:article/20342Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2024-02-09T00:07:05Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
Inclusión de estudiantes con TEA en la educación regular y las contribuiciones del Plan Educativo Individualizado: una revisión sistemática de la literatura
Inclusão de estudante com TEA no ensino regular e contribuições do Plano Educacional Individualizado: uma revisão sistemática da literatura
title Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
spellingShingle Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
Rambo, Roseli Wolschick
Inclusão Escolar
Plano Educacional Individualizado
Transtorno do Espectro Autista
School inclusion.
Individualized Educational Plan
Autism Spectrum Disorder
Inclusión escolar.
Plan Educativo Individualizado
Trastornos del Espectro Autista
title_short Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
title_full Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
title_fullStr Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
title_full_unstemmed Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
title_sort Inclusion of students with ASD in regular education and contributions of the Individualized Educational Plan: a systematic literature review
author Rambo, Roseli Wolschick
author_facet Rambo, Roseli Wolschick
Almeida, Leonardo Rocha de
Martins, Rosemari Lorenz
author_role author
author2 Almeida, Leonardo Rocha de
Martins, Rosemari Lorenz
author2_role author
author
dc.contributor.author.fl_str_mv Rambo, Roseli Wolschick
Almeida, Leonardo Rocha de
Martins, Rosemari Lorenz
dc.subject.por.fl_str_mv Inclusão Escolar
Plano Educacional Individualizado
Transtorno do Espectro Autista
School inclusion.
Individualized Educational Plan
Autism Spectrum Disorder
Inclusión escolar.
Plan Educativo Individualizado
Trastornos del Espectro Autista
topic Inclusão Escolar
Plano Educacional Individualizado
Transtorno do Espectro Autista
School inclusion.
Individualized Educational Plan
Autism Spectrum Disorder
Inclusión escolar.
Plan Educativo Individualizado
Trastornos del Espectro Autista
description Based on the theme inclusion of students with autism in regular education and contributions of individualized educational plan, this article aims to search in the literature for relationships among school inclusion, individualized educational plan (IEP) and development of skills and abilities of students with autism spectrum disorder (ASD) in regular education. It is believed that the child with ASD has the right to build learning and not just be inserted into the classroom without an appropriate pedagogical planning that considers his abilities, difficulties and needs. To identify findings of studies already conducted on this topic, an integrative literature review was conducted in the Scielo and Google Academic databases. The investigation revealed that regular schools still need curricular adaptations for inclusion to actually happen. Frente a essa discussão, evidenciou-se a importância do uso do PEI para o processo de inclusão na escola regular.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20342
10.5212/OlharProfr.v.26.20342.041
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20342
identifier_str_mv 10.5212/OlharProfr.v.26.20342.041
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20342/209209217631
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv 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 Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 26 (2023): Publicação contínua; 1-17
Olhar de Professor; Vol. 26 (2023): Continuous Publication; 1-17
Olhar de Professor; Vol. 26 (2023): Publicación Continua; 1-17
Olhar de Professor; Vol. 26 (2023): Publicação contínua; 1-17
Olhar de Professor; v. 26 (2023): Publicação contínua; 1-17
1984-0187
1518-5648
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reponame_str Olhar de Professor (Online)
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