CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW

Detalhes bibliográficos
Autor(a) principal: PIMENTEL HÖHER CAMARGO, SÍGLIA
Data de Publicação: 2020
Outros Autores: LENZ DA SILVA, GABRIELLE, OLIVEIRA CRESPO, RENATA, RANGEL DE OLIVEIRA, CALLEB, LESSA MAGALHÃES, SUELEN
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37828
Resumo: This study investigated the main difficulties, challenges and barriers faced by teachers ofstudents with Autism Spectrum Disorders (ASD) included in mainstream schools. Nineteen (19)teachers of students with previous medical record of ASD included in general and public schools of Pelotas/RS participated of this study. Data were collected through a semi structured interview guideand analyzed through a content analysis technique. The results indicate the need of providingcontinuing training activities that are less general and more focused in the teachers’ needs, especiallythose related to behavior (how to deal with) e pedagogical (how to teach and evaluate) to create thefavorable conditions for learning and development of students with ASD in inclusive setting.
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spelling CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEWDESAFÍOS EN EL PROCESO EDUCATIVO DE NIÑOS CON AUTISMO EN UN ENTORNO INCLUSIVO: DIRECTRICES PARA LA EDUCACIÓN CONTINUA EN LA VISIÓN DE LOS MAESTROSDESAFIOS NO PROCESSO DE ESCOLARIZAÇÃO DE CRIANÇAS COM AUTISMO NO CONTEXTO INCLUSIVO: DIRETRIZES PARA FORMAÇÃO CONTINUADA NA PERSPECTIVA DOS PROFESSORES inclusãoautismoformação continuada de professoresinclusionautismcontinuing education for teachersinclusiónautismoformación continua de los maestrosThis study investigated the main difficulties, challenges and barriers faced by teachers ofstudents with Autism Spectrum Disorders (ASD) included in mainstream schools. Nineteen (19)teachers of students with previous medical record of ASD included in general and public schools of Pelotas/RS participated of this study. Data were collected through a semi structured interview guideand analyzed through a content analysis technique. The results indicate the need of providingcontinuing training activities that are less general and more focused in the teachers’ needs, especiallythose related to behavior (how to deal with) e pedagogical (how to teach and evaluate) to create thefavorable conditions for learning and development of students with ASD in inclusive setting.Este estudio investigó las principales dificultades, desafíos y barreras diarias queenfrentan los maestros que tienen estudiantes con trastorno del espectro autista (TEA) en una situaciónde inclusión en la escuela ordinaria. Participaron 19 maestros que tienen estudiantes con diagnósticomédico previo de TEA incluidos en escuelas públicas y regulares en Pelotas/RS. Los datos serecopilaron a través de un guión de entrevista semiestructurada y se analizaron en función del análisisde contenido. Los resultados apuntan a la necesidad de proporcionar actividades de educación continuaque sean menos generales y más centradas en las necesidades de los docentes, especialmente en lo querespecta a los aspectos conductuales (cómo tratar) y pedagógicos (cómo enseñar y evaluar) para crearcondiciones favorables para el aprendizaje. y el desarrollo de estudiantes con TEA en un ambienteinclusivo.Este estudo investigou as principais dificuldades, os desafios e as barreiras diáriasenfrentados por professores de alunos com Transtorno do Espectro do Autismo (TEA) em situação deinclusão na escola comum. Participaram 19 professores cujos alunos com diagnóstico médico prévio deTEA são incluídos em escolas regulares e públicas de Pelotas/RS. Os dados foram coletados através deum roteiro de entrevistas semiestruturado e analisados a partir da análise de conteúdo. Os resultadosapontam para a necessidade de fornecer atividades de formação continuada que sejam menos gerais emais focadas nas necessidades dos professores, sobretudo quanto aos aspectos comportamentais (comolidar) e pedagógicos (como ensinar e avaliar) para, assim, criar condições favoráveis à aprendizagem eao desenvolvimento dos alunos com TEA no ambiente inclusivo.Educação em Revista 2020-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37828Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37828/29497https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPIMENTEL HÖHER CAMARGO, SÍGLIA LENZ DA SILVA, GABRIELLE OLIVEIRA CRESPO, RENATA RANGEL DE OLIVEIRA, CALLEB LESSA MAGALHÃES, SUELEN 2022-01-10T12:29:04Zoai:periodicos.ufmg.br:article/37828Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2022-01-10T12:29:04Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
DESAFÍOS EN EL PROCESO EDUCATIVO DE NIÑOS CON AUTISMO EN UN ENTORNO INCLUSIVO: DIRECTRICES PARA LA EDUCACIÓN CONTINUA EN LA VISIÓN DE LOS MAESTROS
DESAFIOS NO PROCESSO DE ESCOLARIZAÇÃO DE CRIANÇAS COM AUTISMO NO CONTEXTO INCLUSIVO: DIRETRIZES PARA FORMAÇÃO CONTINUADA NA PERSPECTIVA DOS PROFESSORES
title CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
spellingShingle CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
PIMENTEL HÖHER CAMARGO, SÍGLIA
inclusão
autismo
formação continuada de professores
inclusion
autism
continuing education for teachers
inclusión
autismo
formación continua de los maestros
title_short CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
title_full CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
title_fullStr CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
title_full_unstemmed CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
title_sort CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW
author PIMENTEL HÖHER CAMARGO, SÍGLIA
author_facet PIMENTEL HÖHER CAMARGO, SÍGLIA
LENZ DA SILVA, GABRIELLE
OLIVEIRA CRESPO, RENATA
RANGEL DE OLIVEIRA, CALLEB
LESSA MAGALHÃES, SUELEN
author_role author
author2 LENZ DA SILVA, GABRIELLE
OLIVEIRA CRESPO, RENATA
RANGEL DE OLIVEIRA, CALLEB
LESSA MAGALHÃES, SUELEN
author2_role author
author
author
author
dc.contributor.author.fl_str_mv PIMENTEL HÖHER CAMARGO, SÍGLIA
LENZ DA SILVA, GABRIELLE
OLIVEIRA CRESPO, RENATA
RANGEL DE OLIVEIRA, CALLEB
LESSA MAGALHÃES, SUELEN
dc.subject.por.fl_str_mv inclusão
autismo
formação continuada de professores
inclusion
autism
continuing education for teachers
inclusión
autismo
formación continua de los maestros
topic inclusão
autismo
formação continuada de professores
inclusion
autism
continuing education for teachers
inclusión
autismo
formación continua de los maestros
description This study investigated the main difficulties, challenges and barriers faced by teachers ofstudents with Autism Spectrum Disorders (ASD) included in mainstream schools. Nineteen (19)teachers of students with previous medical record of ASD included in general and public schools of Pelotas/RS participated of this study. Data were collected through a semi structured interview guideand analyzed through a content analysis technique. The results indicate the need of providingcontinuing training activities that are less general and more focused in the teachers’ needs, especiallythose related to behavior (how to deal with) e pedagogical (how to teach and evaluate) to create thefavorable conditions for learning and development of students with ASD in inclusive setting.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37828
url https://periodicos.ufmg.br/index.php/edrevista/article/view/37828
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37828/29497
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 Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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