Assistant pand the inclusion of students with Autism Spectrum Disorder

• Autor(a) principal: Mayer, Paulo César Morales
• Data de Publicação: 2019
• Outros Autores: Silva, Marta Angélica Iossi, Silva-Sobrinho, Reinaldo Antonio, Silva, Rosane Meire Munhak da, Zilly, Adriana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/33028
• topic: Special Education; Autism; Educational Inclusion.; Educación Especial; autismo; Inclusión educativa.; Educação Especial; Autismo; Inclusão educacional.

In Brazil, every student diagnosed with Autism Spectrum Disorder (ASD), with recognized needs, has the right of an assistant in the classroom. The legislation regarding this professional is recent though. The present study described the characteristics of these professionals, and their perspective on the activities they perform.  Twelve teacher assistants from Foz do Iguaçu, PR, were interviewed. The characterization data were tabulated and qualitative data were analyzed according to the Collective Subject Discourse method. All 12 interviewees were female, only three had graduate degree in special education, the mean age was 37 years, and eight teachers were having their first experience in special education in their current activity. In the speeches we observe  diversity of educational background, only three assistants had academic degree in special education, limited knowledge about autism, little articulation between the assistant and the regular teacher, need for training in practical activities and a mixture of  frustrations and personal realizations about their actions. The teacher assistant activity is still being established, there are few studies in Brazil about it. This study highlights the need for specific norms stablishing their professional credentials as well as the scope and educational aims of their intervention.