Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14582 |
Resumo: | Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child´s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student´s participation in academic and functional tasks after the intervention program |
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Pereira, Débora Marahttp://lattes.cnpq.br/0589207455705890http://lattes.cnpq.br/1188086132826132Alves, Jefferson Fernandeshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6Magalhães, Rita de Cássia Barbosa Paivahttp://lattes.cnpq.br/0351736925269307Nunes, Débora Regina de Paula2014-12-17T14:36:50Z2014-09-102014-12-17T14:36:50Z2014-02-06PEREIRA, Débora Mara. Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo. 2014. 181 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2014.https://repositorio.ufrn.br/jspui/handle/123456789/14582Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child´s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student´s participation in academic and functional tasks after the intervention programDiante do paradigma da Educação Inclusiva, a presença de alunos com transtorno do espectro do autismo no ensino regular tem se tornado mais expressiva nos últimos anos. Estudos têm revelado, no entanto, uma deficitária participação acadêmica desses educandos na sala de aula comum. Dentre os fatores que contribuem para esse fenômeno destacam-se a precária formação docente e a escassez de estratégias que promovam o acesso desses educandos ao currículo regular. O objetivo do presente estudo foi desenvolver um instrumento que favorecesse a inclusão acadêmica de um educando com autismo por meio de procedimentos que pudessem, simultaneamente, dar poder ao professor. Nessa perspectiva, o estudo visou analisar os efeitos de um Plano Educacional Individualizado (PEI), elaborado de forma colaborativa com os professores, no desenvolvimento acadêmico e funcional de um aluno com autismo no contexto da educação infantil. Os dados foram coletados em uma escola particular, localizada na cidade de Natal, estado do Rio Grande do Norte, no decorrer do ano letivo de 2012. Além do educando com autismo, participaram do estudo uma professora titular, uma professora de apoio pedagógico e quatro professores auxiliares. A pesquisa utilizou delineamento quase experimental intrassujeito do tipo A-B (linha de base e tratamento), assim como procedimentos qualitativos de análise. O estudo foi realizado em três etapas: caracterização, linha de base e intervenção. A primeira compreendeu entrevistas com os pais e professoras do aluno, bem como a identificação de duas rotinas focos de intervenção. A segunda contemplou a análise do tempo de permanência do educando nas rotinas selecionadas na fase de linha de base. Na terceira o pesquisador elaborou, de forma colaborativa com os professores, um plano educacional individualizado (PEI) para o aluno. Por fim, o PEI foi implementado pelos professores. Os resultados indicaram mudanças qualitativas e quantitativas na participação do estudante nas tarefas acadêmicas e funcionais após o programa de intervençãoapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoAutismo. Plano educacional individualizado. InclusãoAutism. Individualized education plan. InclusionCNPQ::CIENCIAS HUMANAS::EDUCACAOAnálise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALDeboraMP_DISSERT.pdfapplication/pdf2582152https://repositorio.ufrn.br/bitstream/123456789/14582/1/DeboraMP_DISSERT.pdf0335acaad73827e4fcf2200fa8287d93MD51TEXTDeboraMP_DISSERT.pdf.txtDeboraMP_DISSERT.pdf.txtExtracted texttext/plain333607https://repositorio.ufrn.br/bitstream/123456789/14582/6/DeboraMP_DISSERT.pdf.txt16d5fe48e745f777bc26d908065d6dd5MD56THUMBNAILDeboraMP_DISSERT.pdf.jpgDeboraMP_DISSERT.pdf.jpgIM Thumbnailimage/jpeg4078https://repositorio.ufrn.br/bitstream/123456789/14582/7/DeboraMP_DISSERT.pdf.jpgbecf4ce31363cb6c7d693bc517b40016MD57123456789/145822017-11-02 00:41:08.019oai:https://repositorio.ufrn.br:123456789/14582Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T03:41:08Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo |
title |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo |
spellingShingle |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo Pereira, Débora Mara Autismo. Plano educacional individualizado. Inclusão Autism. Individualized education plan. Inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo |
title_full |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo |
title_fullStr |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo |
title_full_unstemmed |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo |
title_sort |
Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo |
author |
Pereira, Débora Mara |
author_facet |
Pereira, Débora Mara |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/0589207455705890 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/1188086132826132 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Alves, Jefferson Fernandes |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Magalhães, Rita de Cássia Barbosa Paiva |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/0351736925269307 |
dc.contributor.author.fl_str_mv |
Pereira, Débora Mara |
dc.contributor.advisor1.fl_str_mv |
Nunes, Débora Regina de Paula |
contributor_str_mv |
Nunes, Débora Regina de Paula |
dc.subject.por.fl_str_mv |
Autismo. Plano educacional individualizado. Inclusão |
topic |
Autismo. Plano educacional individualizado. Inclusão Autism. Individualized education plan. Inclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Autism. Individualized education plan. Inclusion |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child´s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student´s participation in academic and functional tasks after the intervention program |
publishDate |
2014 |
dc.date.accessioned.fl_str_mv |
2014-12-17T14:36:50Z |
dc.date.available.fl_str_mv |
2014-09-10 2014-12-17T14:36:50Z |
dc.date.issued.fl_str_mv |
2014-02-06 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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PEREIRA, Débora Mara. Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo. 2014. 181 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2014. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14582 |
identifier_str_mv |
PEREIRA, Débora Mara. Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo. 2014. 181 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2014. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14582 |
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