Personal variables of teachers for the attendance of students with global developmental disorder

• Autor(a) principal: Rodrigues, Olga Maria Piazentin Rolim
• Data de Publicação: 2017
• Outros Autores: Capellini, Vera Lúcia Messias Fialho, Maturana, Ana Paula Pacheco Moraes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/28425
• topic: Autism spectrum disorder; Teacher training; Beliefs; Transtorno Global do Desenvolvimento; Formação Continuada; Crenças.

The study aimed to describe beliefs and knowledge about ASD (Autism Spectrum Disorder) of different categories of education professionals, their experience with this population and previous training in the area. 82 education professionals, beginning in a specialization course on ASD, 19 Special Education teachers, 22 teachers of Early Childhood Education, 23 teachers of specific areas, 12 professionals with administrative positions and six without informed position participated. Of these, six were male. Before the course began, participants answered questions regarding to knowledge about ASD and previous experiences with this population in narrative form that were transcribed, categorized and analyzed considering the general sample and subgroups. The results showed that there is little knowledge of the professionals about TGD. Positive and negative beliefs related to the inclusion of this population in the regular system of education were identified. Regarding previous or current experience with this population, the highest frequency was found among teachers of Special Education and Elementary Education. Special Education teachers reported the difficulty of inclusion as a negative point of work and teachers of specific areas the precariousness of the services offered to them. However, the latter category reported more favorable expectations regarding the course. Considering the current legislation on inclusion, in wich the students with ASD are contemplated, it is important that professionals from all segments of Education are minimally prepared to receive them and offer a high quality education, promoting their inclusion and development.