Attitude and inclusion pegagogical practice for the student winth autism
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , , , |
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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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 |
status_str |
publishedVersion |
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 reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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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1799944201209643008 |