Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/19863 |
Resumo: | Taking the historical-cultural perspective as a theoretical framework, we aim at the relevance of the childhood education’s spaces as facilitators of the development of children with Autistic Spectrum Disorder (ASD). Hence, this research’s main goal was to analyze, during one school year, the social interactions between children with ASD and with typical development (TD), considering the educators’ mediation, as well as their conceptions, and the parents’ and peers’ when it comes to inclusive school for children with ASD, taking place in two Reference Centers in Early Childhood Education (CREI) in the city of João Pessoa-PB. Three children with ASD, aged 4-5 years, nine educators, 42 children with TD, parents of children with ASD and 20 parents of children with TD took part of the study. The CARS evaluation scale was applied, by means of which it was verified that one of the children with ASD had a severe level of the disorder and the other two showed a mild-to-moderate level. Semi-structured interviews with educators, parents and children with TD, at the beginning and end of the school year, were also performed, all of which were analyzed using Bardin's content analysis technique, as well as observations from social interactions in the classroom, in five moments of the year, analyzed as of the identification of interactional episodes. Where results are concerned, the educators described the children with ASD mainly as of their socialization difficulties and behavioral changes, accounting as insufficient the support that they received from CREI in order to work with them and pointing out the internet as the main source of information. However, at the end of the school year, educators from both CREI assumed that they noticed positive changes in the behaviors of children with ASD, which was also reported by the parents of such children, in spite of the concerns revealed by those in relation to their child's entry into an elementary school institution. As for the conceptions of children with TD, terms such as “special” or “baby” were used so as to characterize their classmates with ASD, which seemed to be related to the way that educators referred to children with the disorder. In addition, children with ASD were mentioned by their peers as being among their favorite classmates and, over time, started to be seen by them for their abilities and interests. A fact that must be highlighted is that, as peers with whom children with TD did not play, were cited other children with TD who presented aggressive behaviors, showing a greater degree of rejection to the latter than to their peers with ASD. Parents of children with TD, in turn, said that they were in favor of the inclusion of children with ASD in schools, however, showed no knowledge in relation to the disorder. As for the analysis of the observations, it was found that children with a mild-to-moderate level of the disorder had social interactions for a longer period of time than that with a severe level, moreover, whereas in CREI 1 the interactions between the child with ASD and their peers became more frequent during the year, in CREI 2 the interactions had more participation of educators. Among the contextual aspects considered as favorable to the interactions between children with ASD and the ones with TD, we highlight, besides the encouragement by educators seeking for the participation of children with ASD, the use of objects that aroused interest for children with the disorder. We emphasize the relevance of the outcomes obtained by offering clues about social interactions involving children with ASD and how to promote them in everyday experiences in childhood education, highlighting the interactive possibilities of children with ASD, but also the need to establish strategies that will favor both the conceptions and the interactions in the context of childhood education. |
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Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinalTranstorno do Espectro AutistaInclusão escolarConcepçõesInterações sociaisEducação infantilAutistic Spectrum DisorderInclusive schoolConceptionsSocial interactionsChildhood educationTrastorno del Espectro AutistaInclusión escolarConcepcionesInteracciones socialesEducación infantilCNPQ::CIENCIAS HUMANAS::PSICOLOGIATaking the historical-cultural perspective as a theoretical framework, we aim at the relevance of the childhood education’s spaces as facilitators of the development of children with Autistic Spectrum Disorder (ASD). Hence, this research’s main goal was to analyze, during one school year, the social interactions between children with ASD and with typical development (TD), considering the educators’ mediation, as well as their conceptions, and the parents’ and peers’ when it comes to inclusive school for children with ASD, taking place in two Reference Centers in Early Childhood Education (CREI) in the city of João Pessoa-PB. Three children with ASD, aged 4-5 years, nine educators, 42 children with TD, parents of children with ASD and 20 parents of children with TD took part of the study. The CARS evaluation scale was applied, by means of which it was verified that one of the children with ASD had a severe level of the disorder and the other two showed a mild-to-moderate level. Semi-structured interviews with educators, parents and children with TD, at the beginning and end of the school year, were also performed, all of which were analyzed using Bardin's content analysis technique, as well as observations from social interactions in the classroom, in five moments of the year, analyzed as of the identification of interactional episodes. Where results are concerned, the educators described the children with ASD mainly as of their socialization difficulties and behavioral changes, accounting as insufficient the support that they received from CREI in order to work with them and pointing out the internet as the main source of information. However, at the end of the school year, educators from both CREI assumed that they noticed positive changes in the behaviors of children with ASD, which was also reported by the parents of such children, in spite of the concerns revealed by those in relation to their child's entry into an elementary school institution. As for the conceptions of children with TD, terms such as “special” or “baby” were used so as to characterize their classmates with ASD, which seemed to be related to the way that educators referred to children with the disorder. In addition, children with ASD were mentioned by their peers as being among their favorite classmates and, over time, started to be seen by them for their abilities and interests. A fact that must be highlighted is that, as peers with whom children with TD did not play, were cited other children with TD who presented aggressive behaviors, showing a greater degree of rejection to the latter than to their peers with ASD. Parents of children with TD, in turn, said that they were in favor of the inclusion of children with ASD in schools, however, showed no knowledge in relation to the disorder. As for the analysis of the observations, it was found that children with a mild-to-moderate level of the disorder had social interactions for a longer period of time than that with a severe level, moreover, whereas in CREI 1 the interactions between the child with ASD and their peers became more frequent during the year, in CREI 2 the interactions had more participation of educators. Among the contextual aspects considered as favorable to the interactions between children with ASD and the ones with TD, we highlight, besides the encouragement by educators seeking for the participation of children with ASD, the use of objects that aroused interest for children with the disorder. We emphasize the relevance of the outcomes obtained by offering clues about social interactions involving children with ASD and how to promote them in everyday experiences in childhood education, highlighting the interactive possibilities of children with ASD, but also the need to establish strategies that will favor both the conceptions and the interactions in the context of childhood education.RESUMEN: Adoptando como referencial teórico la perspectiva histórico-cultural, se apunta para la relevancia de los espacios de educación infantil como promotores del desarrollo de los niños con Trastorno del Espectro Autista (TEA). Así, esta investigación tuvo como objetivo analizar, a lo largo de un año lectivo, las interacciones sociales entre niños con TEA y con desarrollo típico (DT), considerando la mediación de las educadoras, así como las concepciones de estas, de padres y de pares acerca de la inclusión escolar de niños con TEA, siendo realizada en dos Centros de Referencia en Educación Infantil (CREI) de la ciudad de João Pessoa-PB. Participaron del estudio tres niños con TEA, en el grupo etario de 4-5 años, nueve educadoras, 42 niños con DT, los padres de los niños con TEA y 20 padres de niños con DT. Fue aplicada la escala CARS de evaluación, por medio de la cual se verificó que uno de los niños con TEA presentaba un nivel grave del trastorno y los otros dos un nivel de leve a moderado. También fueron realizadas entrevistas semiestructuradas con las educadoras, con los padres y con los niños con DT, en el inicio y en el final del año lectivo, las cuales fueron analizadas a partir de la técnica de análisis de contenido de Bardin, además de observaciones de las interacciones sociales en el aula, en cinco momentos a lo largo del año, analizadas a partir de la identificación de episodios interaccionales. En cuanto a los resultados, las educadoras describieron a los niños con TEA principalmente a partir de sus dificultades de socialización y alteraciones comportamentales, caracterizando como insuficiente el apoyo que recibían del CREI para trabajar con ellos y mencionando la internet como principal fuente de información. Sin embargo, al final del año lectivo, las educadoras de ambos CREI afirmaron percibir cambios positivos en los comportamientos de los niños con TEA, lo que también fue referido por los padres de dichos niños, aunque estos hayan revelado preocupaciones relacionadas al ingreso de su hijo en una escuela de enseñanza fundamental. Con relación a las concepciones de los niños con DT, fueron utilizados términos como “especial” o “bebé” para caracterizar a sus colegas con TEA, lo que pareció estar relacionado al modo como las educadoras se referían a los niños con el trastorno. Además de eso, los niños con TEA fueron mencionados por sus pares entre los colegas preferidos y, con el tiempo, pasaron a ser vistos por ellos a partir de sus capacidades e intereses. Se destacó el hecho de que, como colegas con quienes los niños con DT no jugaban, fueron citados otros niños con DT que presentaban comportamientos agresivos, indicando rechazo mayor a esos últimos niños que a sus pares con TEA. Los padres de los niños con DT, a su vez, afirmaron ser favorables a la inclusión escolar de niños con TEA, entre tanto, demostraron desconocimiento con relación al trastorno. En lo referido al análisis de las observaciones, se verificó que los niños con nivel de leve a moderado estuvieron involucrados en interacciones sociales más duraderas que el niño con nivel grave del trastorno, además de eso, mientras en el CREI 1 las interacciones entre el niño con TEA y sus pares fueron tornándose más frecuentes en el transcurso del año, en el CREI 2 las interacciones tuvieron más participación de las educadoras. Entre los aspectos contextuales considerados favorecedores de las interacciones entre los niños con TEA y con DT, se destacó, además del incentivo de las educadoras para la participación de los niños con TEA, el uso de objetos que eran del interés de los niños con el trastorno. Se enfatiza la relevancia de los resultados obtenidos por ofrecer indicios acerca de las interacciones sociales envolviendo niños con TEA y de cómo promoverlas en las situaciones vividas en la educación infantil, evidenciando las posibilidades interactivas de los niños con TEA, pero también la necesidad del establecimiento de estrategias que favorezcan tanto las concepciones como las interacciones en el contexto de la educación infantil.NenhumaAdotando como referencial teórico a perspectiva histórico-cultural, aponta-se para a relevância dos espaços de educação infantil como promotores do desenvolvimento das crianças com Transtorno do Espectro Autista (TEA). Assim, esta pesquisa teve como objetivo analisar, ao longo de um ano letivo, as interações sociais entre crianças com TEA e com desenvolvimento típico (DT), considerando a mediação das educadoras, bem como as concepções destas, de pais e de pares acerca da inclusão escolar de crianças com TEA, sendo realizada em dois Centros de Referência em Educação Infantil (CREI) da cidade de João Pessoa-PB. Participaram do estudo três crianças com TEA, na faixa etária de 4-5 anos, nove educadoras, 42 crianças com DT, os pais das crianças com TEA e 20 pais das crianças com DT. Foi aplicada a escala CARS de avaliação, por meio da qual se verificou que uma das crianças com TEA apresentava um nível grave do transtorno e as outras duas um nível de leve a moderado. Também foram realizadas entrevistas semiestruturadas com as educadoras, com os pais e com as crianças com DT, no início e no final do ano letivo, as quais foram analisadas a partir da técnica de análise de conteúdo de Bardin, além de observações das interações sociais em sala de aula, em cinco momentos ao longo do ano, analisadas a partir da identificação de episódios interacionais. Quanto aos resultados, as educadoras descreveram as crianças com TEA principalmente a partir das suas dificuldades de socialização e alterações comportamentais, caracterizando como insuficiente o apoio que recebiam do CREI para trabalharem com elas e mencionando a internet como principal fonte de informação. Contudo, ao final do ano letivo, as educadoras de ambos os CREI afirmaram perceber mudanças positivas nos comportamentos das crianças com TEA, o que também foi referido pelos pais dessas crianças, embora estes tenham revelado preocupações quanto ao ingresso do seu filho em uma escola de ensino fundamental. Em relação às concepções das crianças com DT, foram utilizados termos como “especial” ou “bebê” para caracterizar seus colegas com TEA, o que pareceu estar relacionado ao modo como as educadoras se referiam às crianças com o transtorno. Além disso, as crianças com TEA foram mencionadas por seus pares dentre os colegas preferidos e, com o tempo, passaram a ser vistas por eles a partir das suas capacidades e interesses. Destacou-se o fato de que, como colegas com quem as crianças com DT não brincavam, foram citadas outras crianças com DT que apresentavam comportamentos agressivos, indicando rejeição maior a essas últimas crianças do que aos seus pares com TEA. Os pais das crianças com DT, por sua vez, afirmaram ser favoráveis à inclusão escolar de crianças com TEA, entretanto, demonstraram desconhecimento em relação ao transtorno. No que diz respeito à análise das observações, verificou-se que as crianças com nível de leve a moderado estiveram envolvidas em interações sociais mais duradouras do que a criança com nível grave do transtorno, além disso, enquanto no CREI 1 as interações entre a criança com TEA e os seus pares foram se tornando mais frequentes no decorrer do ano, no CREI 2 as interações tiveram mais participação das educadoras. Dentre os aspectos contextuais considerados favorecedores das interações entre as crianças com TEA e com DT, destacou-se, além do incentivo das educadoras para a participação das crianças com TEA, o uso de objetos que eram do interesse das crianças com o transtorno. Enfatiza-se a relevância dos resultados obtidos por oferecerem indícios acerca das interações sociais envolvendo crianças com TEA e de como promovê-las nas situações vivenciadas na educação infantil, evidenciando as possibilidades interativas das crianças com TEA, mas também a necessidade do estabelecimento de estratégias que favoreçam tanto as concepções quanto as interações no contexto da educação infantil.Universidade Federal da ParaíbaBrasilPsicologia SocialPrograma de Pós-Graduação em Psicologia SocialUFPBSalomão, Nádia Maria Ribeirohttp://lattes.cnpq.br/3902826468687122Agripino-Ramos, Cibele Shírley2021-03-26T19:14:36Z2020-01-242021-03-26T19:14:36Z2019-09-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/19863porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-06-25T19:33:29Zoai:repositorio.ufpb.br:123456789/19863Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-06-25T19:33:29Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal |
title |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal |
spellingShingle |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal Agripino-Ramos, Cibele Shírley Transtorno do Espectro Autista Inclusão escolar Concepções Interações sociais Educação infantil Autistic Spectrum Disorder Inclusive school Conceptions Social interactions Childhood education Trastorno del Espectro Autista Inclusión escolar Concepciones Interacciones sociales Educación infantil CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal |
title_full |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal |
title_fullStr |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal |
title_full_unstemmed |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal |
title_sort |
Inclusão escolar de crianças com transtorno do espectro autista: um estudo longitudinal |
author |
Agripino-Ramos, Cibele Shírley |
author_facet |
Agripino-Ramos, Cibele Shírley |
author_role |
author |
dc.contributor.none.fl_str_mv |
Salomão, Nádia Maria Ribeiro http://lattes.cnpq.br/3902826468687122 |
dc.contributor.author.fl_str_mv |
Agripino-Ramos, Cibele Shírley |
dc.subject.por.fl_str_mv |
Transtorno do Espectro Autista Inclusão escolar Concepções Interações sociais Educação infantil Autistic Spectrum Disorder Inclusive school Conceptions Social interactions Childhood education Trastorno del Espectro Autista Inclusión escolar Concepciones Interacciones sociales Educación infantil CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
topic |
Transtorno do Espectro Autista Inclusão escolar Concepções Interações sociais Educação infantil Autistic Spectrum Disorder Inclusive school Conceptions Social interactions Childhood education Trastorno del Espectro Autista Inclusión escolar Concepciones Interacciones sociales Educación infantil CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
Taking the historical-cultural perspective as a theoretical framework, we aim at the relevance of the childhood education’s spaces as facilitators of the development of children with Autistic Spectrum Disorder (ASD). Hence, this research’s main goal was to analyze, during one school year, the social interactions between children with ASD and with typical development (TD), considering the educators’ mediation, as well as their conceptions, and the parents’ and peers’ when it comes to inclusive school for children with ASD, taking place in two Reference Centers in Early Childhood Education (CREI) in the city of João Pessoa-PB. Three children with ASD, aged 4-5 years, nine educators, 42 children with TD, parents of children with ASD and 20 parents of children with TD took part of the study. The CARS evaluation scale was applied, by means of which it was verified that one of the children with ASD had a severe level of the disorder and the other two showed a mild-to-moderate level. Semi-structured interviews with educators, parents and children with TD, at the beginning and end of the school year, were also performed, all of which were analyzed using Bardin's content analysis technique, as well as observations from social interactions in the classroom, in five moments of the year, analyzed as of the identification of interactional episodes. Where results are concerned, the educators described the children with ASD mainly as of their socialization difficulties and behavioral changes, accounting as insufficient the support that they received from CREI in order to work with them and pointing out the internet as the main source of information. However, at the end of the school year, educators from both CREI assumed that they noticed positive changes in the behaviors of children with ASD, which was also reported by the parents of such children, in spite of the concerns revealed by those in relation to their child's entry into an elementary school institution. As for the conceptions of children with TD, terms such as “special” or “baby” were used so as to characterize their classmates with ASD, which seemed to be related to the way that educators referred to children with the disorder. In addition, children with ASD were mentioned by their peers as being among their favorite classmates and, over time, started to be seen by them for their abilities and interests. A fact that must be highlighted is that, as peers with whom children with TD did not play, were cited other children with TD who presented aggressive behaviors, showing a greater degree of rejection to the latter than to their peers with ASD. Parents of children with TD, in turn, said that they were in favor of the inclusion of children with ASD in schools, however, showed no knowledge in relation to the disorder. As for the analysis of the observations, it was found that children with a mild-to-moderate level of the disorder had social interactions for a longer period of time than that with a severe level, moreover, whereas in CREI 1 the interactions between the child with ASD and their peers became more frequent during the year, in CREI 2 the interactions had more participation of educators. Among the contextual aspects considered as favorable to the interactions between children with ASD and the ones with TD, we highlight, besides the encouragement by educators seeking for the participation of children with ASD, the use of objects that aroused interest for children with the disorder. We emphasize the relevance of the outcomes obtained by offering clues about social interactions involving children with ASD and how to promote them in everyday experiences in childhood education, highlighting the interactive possibilities of children with ASD, but also the need to establish strategies that will favor both the conceptions and the interactions in the context of childhood education. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-19 2020-01-24 2021-03-26T19:14:36Z 2021-03-26T19:14:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/19863 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/19863 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Psicologia Social Programa de Pós-Graduação em Psicologia Social UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Psicologia Social Programa de Pós-Graduação em Psicologia Social UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842971307409408 |