Efeitos de um Programa Colaborativo nas práticas pedagógicas de professoras de alunos com autismo

• Autor(a) principal: Soares, Francisca Maria Gomes Cabral
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10435
• topic: School inclusion; Curriculum flexibility; Pedagogical mediation; Flexibilização curricular; Mediação pedagógica; Educação; Inclusão escolar; Autismo; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

In the national and international scene grows the debate on the inclusion of social minorities, including people with disabilities. In Brazil, there's growing enrollment of students with autism spectrum disorder (ASD) in public schools, a fact that demands a revision of the pedagogical practices and mobilizes researchers to produce knowledge of school inclusion. However, it is still insufficient scientific literature on teaching modes of teaching academic content to students with the TEA. This thesis stems from a quantitative research, aimed at unveiling the effects of a program of continuing education in the pedagogical practices capable to potentialize the academic content of learning, teachers dealing with students with autism in regular room, with views to the stimulus and extension of cognitive abilities and social person with TEA. To support the planning, implementation and evaluation of the program used: bibliographical study, observation Protocol, videography, interview and field journal. The insertion in the empirical field was April 2014 to June 2016, elementary school of Municipal de Ensino de Mossoró-RN. Participated in the research teachers, assistants and students of 1 and 5 years. The findings report shortage of studies on school inclusion in regular room, with TEA and a lack of flexibility with curriculum adaptations appropriate curriculum. With regard to empirical studies the educational agents reveal be complex deal with the school inclusion of students with the TEA, they feel lonely, with the arduous task of developing teaching routines without pedagogical support efficient. It was a little knowledge about the characteristics of people with TEA, alternative communication (CA), as well as the need for academic skills be taught how are functional skills, pedagogical practices that meet the particularities of the children with the TEA. The role of teacher Regent has been guiding the helper to take the particular student. Special students, in turn, are receptive to teaching, when the changes are implemented properly. Enforces training is required in the school environment with didactic devices that evoke the discovery, development and access to academic knowledge to students with the TEA, because teachers supported may be more receptive to school inclusion