Attitude and inclusion pegagogical practice for the student winth autism

Detalhes bibliográficos
Autor(a) principal: Faria, Karla Tomaz
Data de Publicação: 2018
Outros Autores: Teixeira, Maria Cristina Trigueiro Veloz, Carreiro, Luiz Renato Rodrigues, Amoroso, Victor, Paula, Cristiane Silvestre de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/28701
Resumo: The Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises the student school achievement and adaptive functioning in social and family settings. The objectives of the study were to verify knowledge about ASD, attitudes and pedagogical practices among students with the disorder. This Study had transversal and descriptive design with participation of 217 teachers in the basic education of a public network. The data collection instrument was a questionnaire that investigated knowledge about TEA, attitudes and pedagogical practices of the teachers in the classroom. Descriptive analyzes of frequency and percentage were conducted. The results indicated that 84.8% of professionals recognized correctly the presence of factors associated with deficits in social interaction, behavior and communication, however 30% made errors in the compression of etiological factors. Considering the opinion of the 102 (47%) teachers participating in the study who had had students with ASD, it was found that 70.56% of them agreed with practically all the educational and pedagogical actions of the Universal Learning Design. However, the implementation of these techniques in practice could not reach the same level, since these actions were used on average by 56.87% of teachers. The study enabled, from the teachers' report, to map integrally essential aspects that should be part of accommodation and/or curricular adaptations for students with ASD.
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spelling Attitude and inclusion pegagogical practice for the student winth autismAtitudes e práticas pedagógicas de inclusão para o aluno com autismoAutism Spectrum DisorderInclusionSchoolTranstorno do Espectro AutistaInclusãoEscolaThe Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises the student school achievement and adaptive functioning in social and family settings. The objectives of the study were to verify knowledge about ASD, attitudes and pedagogical practices among students with the disorder. This Study had transversal and descriptive design with participation of 217 teachers in the basic education of a public network. The data collection instrument was a questionnaire that investigated knowledge about TEA, attitudes and pedagogical practices of the teachers in the classroom. Descriptive analyzes of frequency and percentage were conducted. The results indicated that 84.8% of professionals recognized correctly the presence of factors associated with deficits in social interaction, behavior and communication, however 30% made errors in the compression of etiological factors. Considering the opinion of the 102 (47%) teachers participating in the study who had had students with ASD, it was found that 70.56% of them agreed with practically all the educational and pedagogical actions of the Universal Learning Design. However, the implementation of these techniques in practice could not reach the same level, since these actions were used on average by 56.87% of teachers. The study enabled, from the teachers' report, to map integrally essential aspects that should be part of accommodation and/or curricular adaptations for students with ASD.O Transtorno do Espectro Autista (TEA) é um transtorno do neurodesenvolvimento que compromete o aproveitamento escolar do aluno e o funcionamento adaptativo nos ambientes social e familiar. Os objetivos do estudo foram verificar conhecimentos sobre TEA, atitudes e práticas pedagógicas junto a alunos com o transtorno. Esse estudo teve desenho transversal descritivo com a participação de 217 professores da educação básica de uma rede pública. O instrumento de coleta de dados foi um questionário que averiguou conhecimentos sobre TEA, atitudes e práticas pedagógicas dos professores em sala de aula.  Foram conduzidas análises descritivas de frequência e percentual. Os resultados indicaram que 84,8% dos profissionais reconheceram corretamente a presença de fatores associados a déficits de interação social, comportamento e comunicação, mas 30% cometeram erros na compressão dos fatores etiológicos. Considerando a opinião dos 102 (47%) professores participantes do estudo que tinham tido alunos com TEA em algum momento de sua atuação profissional, verificou-se em média que 70,56% deles concordavam com praticamente todas as ações educacionais e pedagógicas do Desenho Universal da Aprendizagem. Porém, a implementação dessas técnicas na prática não conseguia atingir o mesmo nível, já que essas ações eram utilizadas em média por 56,87% dos professores.  O estudo possibilitou, a partir do relato dos professores, mapear integradamente aspectos essenciais que devem fazer parte de acomodações e/ou adaptações curriculares para alunos com TEA.Universidade Federal de Santa Maria2018-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2870110.5902/1984686X28701Special Education Magazine; Revista Educação Especial, v. 31, n. 61, abr./jun. 2018; 353-370Revista de Educación Especial; Revista Educação Especial, v. 31, n. 61, abr./jun. 2018; 353-370Revista Educação Especial; Revista Educação Especial, v. 31, n. 61, abr./jun. 2018; 353-3701984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/28701/pdfCopyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessFaria, Karla TomazTeixeira, Maria Cristina Trigueiro VelozCarreiro, Luiz Renato RodriguesAmoroso, VictorPaula, Cristiane Silvestre de2018-06-25T16:21:26Zoai:ojs.pkp.sfu.ca:article/28701Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-06-25T16:21:26Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Attitude and inclusion pegagogical practice for the student winth autism
Atitudes e práticas pedagógicas de inclusão para o aluno com autismo
title Attitude and inclusion pegagogical practice for the student winth autism
spellingShingle Attitude and inclusion pegagogical practice for the student winth autism
Faria, Karla Tomaz
Autism Spectrum Disorder
Inclusion
School
Transtorno do Espectro Autista
Inclusão
Escola
title_short Attitude and inclusion pegagogical practice for the student winth autism
title_full Attitude and inclusion pegagogical practice for the student winth autism
title_fullStr Attitude and inclusion pegagogical practice for the student winth autism
title_full_unstemmed Attitude and inclusion pegagogical practice for the student winth autism
title_sort Attitude and inclusion pegagogical practice for the student winth autism
author Faria, Karla Tomaz
author_facet Faria, Karla Tomaz
Teixeira, Maria Cristina Trigueiro Veloz
Carreiro, Luiz Renato Rodrigues
Amoroso, Victor
Paula, Cristiane Silvestre de
author_role author
author2 Teixeira, Maria Cristina Trigueiro Veloz
Carreiro, Luiz Renato Rodrigues
Amoroso, Victor
Paula, Cristiane Silvestre de
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Faria, Karla Tomaz
Teixeira, Maria Cristina Trigueiro Veloz
Carreiro, Luiz Renato Rodrigues
Amoroso, Victor
Paula, Cristiane Silvestre de
dc.subject.por.fl_str_mv Autism Spectrum Disorder
Inclusion
School
Transtorno do Espectro Autista
Inclusão
Escola
topic Autism Spectrum Disorder
Inclusion
School
Transtorno do Espectro Autista
Inclusão
Escola
description The Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises the student school achievement and adaptive functioning in social and family settings. The objectives of the study were to verify knowledge about ASD, attitudes and pedagogical practices among students with the disorder. This Study had transversal and descriptive design with participation of 217 teachers in the basic education of a public network. The data collection instrument was a questionnaire that investigated knowledge about TEA, attitudes and pedagogical practices of the teachers in the classroom. Descriptive analyzes of frequency and percentage were conducted. The results indicated that 84.8% of professionals recognized correctly the presence of factors associated with deficits in social interaction, behavior and communication, however 30% made errors in the compression of etiological factors. Considering the opinion of the 102 (47%) teachers participating in the study who had had students with ASD, it was found that 70.56% of them agreed with practically all the educational and pedagogical actions of the Universal Learning Design. However, the implementation of these techniques in practice could not reach the same level, since these actions were used on average by 56.87% of teachers. The study enabled, from the teachers' report, to map integrally essential aspects that should be part of accommodation and/or curricular adaptations for students with ASD.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/28701
10.5902/1984686X28701
url http://periodicos.ufsm.br/educacaoespecial/article/view/28701
identifier_str_mv 10.5902/1984686X28701
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/28701/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 31, n. 61, abr./jun. 2018; 353-370
Revista de Educación Especial; Revista Educação Especial, v. 31, n. 61, abr./jun. 2018; 353-370
Revista Educação Especial; Revista Educação Especial, v. 31, n. 61, abr./jun. 2018; 353-370
1984-686X
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instname:Universidade Federal de Santa Maria (UFSM)
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instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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