Inclusão escolar de alunos com autismo: quem ensina e quem aprende?
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/10585 |
Resumo: | In spite of the recent increase in enrollment of students with autism in regular schools, their participation in school activities and their learning still constitutes a great challenge for educators. Considering the characteristics of students who have the autism diagnosis, the main demand for teachers is to know how to develop, in the daily school life, teaching strategies that help the inclusion and learning process of these students. The main objective this research to analyze the role of Special Education as a support to the school inclusion process by means of investigation of pedagogical practices of two teachers who had autistic students in their regular classes. The object of study was the Autistic Students Inclusion Follow-up Project, developed in the City of Angra dos Reis, RJ, Brazil. This project has for goal to help regular city public schools in the process of inclusion of students with autism, more specifically geared for the teachers´ actions. It was a qualitative research, in which it was utilized the action-research methodology in two case studies corresponding to two experiences of inclusion of autistic students in regular classes. Data was collected by means of different procedures such as participant observation, open and semi-structured interviews and video recording. The results show that the direct contact of Special Education with the teacher, in the classroom, is a favorable factor for inclusion of autistic students. The utilization of curriculum adaptations with flexibility of teaching strategies, and the creation of individualizes activities for the student related with what was proposed for the rest of the class were also identified as important factors. Another relevant data was the involvement of the school directors as a help in the promotion of inclusion of students with autism. In spite of many obstacles that still need to be overcome, the research showed that inclusion of students with autism in regular school, with Special Education support, improves learning of all parties involved. It was emphasized that the progress of autistic students was a direct result of continuous formation of regular school teachers. The research also shows the demand for new studies in the field of Special Education that result in the development of better support practices for inclusion and learning process, in general, of this public. |
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Glat, Rosanahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787961A3&dataRevisao=nullWalter, Catia Crivelenti de Figueiredohttp://lattes.cnpq.br/4061818490832341Pletsch, Márcia Denisehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4762397Y6&dataRevisao=nullhttp://lattes.cnpq.br/8721902148659268Menezes, Adriana Rodrigues Saldanha de2021-01-05T21:54:07Z2013-07-032012-08-24MENEZES, Adriana Rodrigues Saldanha de. Inclusão escolar de alunos com autismo: quem ensina e quem aprende?. 2012. 160 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2012.http://www.bdtd.uerj.br/handle/1/10585In spite of the recent increase in enrollment of students with autism in regular schools, their participation in school activities and their learning still constitutes a great challenge for educators. Considering the characteristics of students who have the autism diagnosis, the main demand for teachers is to know how to develop, in the daily school life, teaching strategies that help the inclusion and learning process of these students. The main objective this research to analyze the role of Special Education as a support to the school inclusion process by means of investigation of pedagogical practices of two teachers who had autistic students in their regular classes. The object of study was the Autistic Students Inclusion Follow-up Project, developed in the City of Angra dos Reis, RJ, Brazil. This project has for goal to help regular city public schools in the process of inclusion of students with autism, more specifically geared for the teachers´ actions. It was a qualitative research, in which it was utilized the action-research methodology in two case studies corresponding to two experiences of inclusion of autistic students in regular classes. Data was collected by means of different procedures such as participant observation, open and semi-structured interviews and video recording. The results show that the direct contact of Special Education with the teacher, in the classroom, is a favorable factor for inclusion of autistic students. The utilization of curriculum adaptations with flexibility of teaching strategies, and the creation of individualizes activities for the student related with what was proposed for the rest of the class were also identified as important factors. Another relevant data was the involvement of the school directors as a help in the promotion of inclusion of students with autism. In spite of many obstacles that still need to be overcome, the research showed that inclusion of students with autism in regular school, with Special Education support, improves learning of all parties involved. It was emphasized that the progress of autistic students was a direct result of continuous formation of regular school teachers. The research also shows the demand for new studies in the field of Special Education that result in the development of better support practices for inclusion and learning process, in general, of this public.Apesar do recente incremento nas matrículas de alunos com autismo nas escolas comuns, sua participação nas atividades escolares e aprendizagem ainda constitui-se como um grande desafio para os educadores. Considerando as características dos alunos que apresentam o quadro diagnóstico de autismo, a principal demanda para os professores é saber como desenvolver, no cotidiano das escolas, estratégias de ensino que favoreçam o processo de inclusão e aprendizagem deste alunado. O objetivo principal desta pesquisa foi analisar o papel da Educação Especial como suporte ao processo de inclusão escolar através da investigação das práticas pedagógicas de duas professoras do ensino comum que tinham alunos com autismo em suas classes. O objeto de estudo foi o Projeto de Acompanhamento à Inclusão de Alunos com Autismo desenvolvido no município de Angra dos Reis, RJ. O referido projeto tem como propósito subsidiar as escolas comuns da rede pública municipal no processo de inclusão de alunos com autismo, mais especificamente no que se refere à ação docente. Trata-se de uma pesquisa qualitativa, em que a metodologia da pesquisa-ação foi utilizada em dois estudos de caso correspondentes a duas experiências de inclusão de alunos com autismo em classes comuns. Os dados foram coletados por meio de diferentes procedimentos como a observação participante, entrevistas abertas e semi-estruturadas e filmagem. Como resultados consideramos que o acompanhamento direto da Educação Especial ao professor regente, em sala de aula, é favorável à inclusão de alunos com autismo. A utilização de adaptações curriculares com a flexibilização das estratégias de ensino, e a criação de atividades individualizadas para o aluno relacionadas ao proposto para a classe como um todo também foram fatores cuja importância foi evidenciada. Outro dado relevante da pesquisa foi o envolvimento da gestão da escola como facilitador na promoção de inclusão de alunos com autismo. Ainda que obstáculos precisem ser superados, a pesquisa revelou que a inclusão de alunos com autismo na escola comum, com o suporte da Educação Especial, impulsiona a aprendizagem de todos os envolvidos. Destaca-se o progresso dos alunos com autismo, como resultado direto da formação continuada do professor da escola comum. A pesquisa aponta, ainda, a demanda de novos estudos no campo da Educação Especial que permitam desenvolvimento melhores práticas de suporte à inclusão escolar e o processo de escolarização, de modo geral, deste público.Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:54:07Z No. of bitstreams: 1 Dissert_Adriana Menezes.pdf: 3494928 bytes, checksum: 8a193eb852ee6c9468c77738022ab5e0 (MD5)Made available in DSpace on 2021-01-05T21:54:07Z (GMT). No. of bitstreams: 1 Dissert_Adriana Menezes.pdf: 3494928 bytes, checksum: 8a193eb852ee6c9468c77738022ab5e0 (MD5) Previous issue date: 2012-08-24application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoAutismSchool inclusionContinued teacher formationInclusão escolarFormação continuada de professoresInclusão em educação Estudos de casoAutismoProfessores de educação especial FormaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOInclusão escolar de alunos com autismo: quem ensina e quem aprende?School inclusion of students with autism: those who teach and those who learn?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissert_Adriana Menezes.pdfapplication/pdf3494928http://www.bdtd.uerj.br/bitstream/1/10585/1/Dissert_Adriana+Menezes.pdf8a193eb852ee6c9468c77738022ab5e0MD511/105852024-02-27 12:43:21.755oai:www.bdtd.uerj.br:1/10585Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:21Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? |
dc.title.alternative.eng.fl_str_mv |
School inclusion of students with autism: those who teach and those who learn? |
title |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? |
spellingShingle |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? Menezes, Adriana Rodrigues Saldanha de Autism School inclusion Continued teacher formation Inclusão escolar Formação continuada de professores Inclusão em educação Estudos de caso Autismo Professores de educação especial Formação CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? |
title_full |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? |
title_fullStr |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? |
title_full_unstemmed |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? |
title_sort |
Inclusão escolar de alunos com autismo: quem ensina e quem aprende? |
author |
Menezes, Adriana Rodrigues Saldanha de |
author_facet |
Menezes, Adriana Rodrigues Saldanha de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Glat, Rosana |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787961A3&dataRevisao=null |
dc.contributor.referee1.fl_str_mv |
Walter, Catia Crivelenti de Figueiredo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4061818490832341 |
dc.contributor.referee2.fl_str_mv |
Pletsch, Márcia Denise |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4762397Y6&dataRevisao=null |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8721902148659268 |
dc.contributor.author.fl_str_mv |
Menezes, Adriana Rodrigues Saldanha de |
contributor_str_mv |
Glat, Rosana Walter, Catia Crivelenti de Figueiredo Pletsch, Márcia Denise |
dc.subject.eng.fl_str_mv |
Autism School inclusion Continued teacher formation |
topic |
Autism School inclusion Continued teacher formation Inclusão escolar Formação continuada de professores Inclusão em educação Estudos de caso Autismo Professores de educação especial Formação CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.por.fl_str_mv |
Inclusão escolar Formação continuada de professores Inclusão em educação Estudos de caso Autismo Professores de educação especial Formação |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
In spite of the recent increase in enrollment of students with autism in regular schools, their participation in school activities and their learning still constitutes a great challenge for educators. Considering the characteristics of students who have the autism diagnosis, the main demand for teachers is to know how to develop, in the daily school life, teaching strategies that help the inclusion and learning process of these students. The main objective this research to analyze the role of Special Education as a support to the school inclusion process by means of investigation of pedagogical practices of two teachers who had autistic students in their regular classes. The object of study was the Autistic Students Inclusion Follow-up Project, developed in the City of Angra dos Reis, RJ, Brazil. This project has for goal to help regular city public schools in the process of inclusion of students with autism, more specifically geared for the teachers´ actions. It was a qualitative research, in which it was utilized the action-research methodology in two case studies corresponding to two experiences of inclusion of autistic students in regular classes. Data was collected by means of different procedures such as participant observation, open and semi-structured interviews and video recording. The results show that the direct contact of Special Education with the teacher, in the classroom, is a favorable factor for inclusion of autistic students. The utilization of curriculum adaptations with flexibility of teaching strategies, and the creation of individualizes activities for the student related with what was proposed for the rest of the class were also identified as important factors. Another relevant data was the involvement of the school directors as a help in the promotion of inclusion of students with autism. In spite of many obstacles that still need to be overcome, the research showed that inclusion of students with autism in regular school, with Special Education support, improves learning of all parties involved. It was emphasized that the progress of autistic students was a direct result of continuous formation of regular school teachers. The research also shows the demand for new studies in the field of Special Education that result in the development of better support practices for inclusion and learning process, in general, of this public. |
publishDate |
2012 |
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2012-08-24 |
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2013-07-03 |
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2021-01-05T21:54:07Z |
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masterThesis |
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MENEZES, Adriana Rodrigues Saldanha de. Inclusão escolar de alunos com autismo: quem ensina e quem aprende?. 2012. 160 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2012. |
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http://www.bdtd.uerj.br/handle/1/10585 |
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MENEZES, Adriana Rodrigues Saldanha de. Inclusão escolar de alunos com autismo: quem ensina e quem aprende?. 2012. 160 f. Dissertação (Mestrado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2012. |
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