Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course

Detalhes bibliográficos
Autor(a) principal: Garcia, Rafael Vilas Boas
Data de Publicação: 2023
Outros Autores: Denari, Fatima Elisabeth
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/70212
Resumo: Brazilian laws throughout educational history present the inclusion of people with disabilities as a challenge to be overcome in quality education for all. However, there are notes in the literature indicating that teacher education and conditions in school practices are not suitable for it, especially in day care centers. Thus, this research aimed to elaborate, develop and evaluate the results of a training course for daycare teachers for practices for students with Autistic Spectrum Disorder in the presential and distance modalities. It is hypothesized that an individualized didactic model that incorporates fundamental aspects for teacher education for inclusive education is possible to replicate in differentiated and effective educational models for use by/for teachers. To this, a qualitative research was conducted, applied nature and with exploratory objectives in person and, then, in a distance education model. In both formations, the Personalized Instruction System (PSI) was used as a didactic model. The results indicated that the didactic model proved to be effective for the training of daycare teachers from both perspectives of the educational models. Finally, it is concluded that the elaboration of a course based on the knowledge of teachers' demand, the use of multimedia resources, the division of contents into small stages and progressive evaluations of the student-teacher repertoire represents an important resource for teacher training for inclusion of children with ASD, both in person face-to-face and in the distance education model.
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spelling Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance courseFormación de maestros de guardería y Trastorno del Espectro Autista: resultados de un curso presencial ya distanciaFormação de professores de creche e Transtorno do Espectro Autista: resultados de um curso presencial e a distânciaSpecial educationTeacher trainingDistance EducationEducación EspecialFormación de professoresEducación a distanciaEducação EspecialFormação de professoresEducação a DistânciaBrazilian laws throughout educational history present the inclusion of people with disabilities as a challenge to be overcome in quality education for all. However, there are notes in the literature indicating that teacher education and conditions in school practices are not suitable for it, especially in day care centers. Thus, this research aimed to elaborate, develop and evaluate the results of a training course for daycare teachers for practices for students with Autistic Spectrum Disorder in the presential and distance modalities. It is hypothesized that an individualized didactic model that incorporates fundamental aspects for teacher education for inclusive education is possible to replicate in differentiated and effective educational models for use by/for teachers. To this, a qualitative research was conducted, applied nature and with exploratory objectives in person and, then, in a distance education model. In both formations, the Personalized Instruction System (PSI) was used as a didactic model. The results indicated that the didactic model proved to be effective for the training of daycare teachers from both perspectives of the educational models. Finally, it is concluded that the elaboration of a course based on the knowledge of teachers' demand, the use of multimedia resources, the division of contents into small stages and progressive evaluations of the student-teacher repertoire represents an important resource for teacher training for inclusion of children with ASD, both in person face-to-face and in the distance education model.Las leyes brasileñas presentan la inclusión de las personas con discapacidad como un desafío a ser superado en una educación de calidad para todos. Sin embargo, notas en la literatura indican que la formación de los docentes y las condiciones existentes en las prácticas escolares no son adecuadas para tal movimiento, especialmente en las guarderías. Luego, esta investigación tuvo como objetivo elaborar, desarrollar y evaluar los resultados de un curso de formación para maestros de guardería dirigido a estudiantes con Trastorno del Espectro Autista en las modalidades presencial y a distancia. Se hipotetiza que un modelo didáctico individualizado, que incorpore aspectos fundamentales para la formación docente para la educación inclusiva, es posible replicar en modelos educativos diferenciados y efectivos para uso de/para docentes. Para ello, se realizó una investigación de enfoque cualitativo, de carácter aplicado y con objetivos exploratorios en forma presencial y luego en un modelo EaD. En ambos cursos de formación se utilizó como modelo didáctico el Sistema de Enseñanza Personalizada (PSI). Los resultados indicaron que el modelo demostró ser efectivo para la formación de docentes de guardería en ambas modalidades. Así, un curso que se base en el conocimiento de la demanda de los docentes, el uso de recursos multimedia, la división de contenidos en pequeños pasos y evaluaciones progresivas del repertorio de los estudiantes-docentes representa un recurso importante para la formación docente para inclusión de niños con TEA.As leis brasileiras ao longo da história educacional apresentam a inclusão de pessoas com deficiências como desafio a ser superado na educação de qualidade para todos. No entanto, apontamentos na literatura indicam que a formação dos professores e as condições existentes nas práticas escolares não estão adequadas para tal movimento, especialmente em Creches. Sendo assim, essa pesquisa teve como objetivo elaborar, desenvolver e avaliar os resultados de um curso de formação para professores de creche voltado para alunos com Transtorno do Espectro Autista nas modalidades presencial e a Distância. Apresenta-se como hipótese que um modelo didático individualizado, que incorpore aspectos fundamentais para formação de professores para educação inclusiva seja possível de replicação em modelos educacionais diferenciados e eficazes para uso por/para professores. Para tal, foi conduzida uma pesquisa de abordagem qualitativa, de natureza aplicada e com objetivos exploratórios presencialmente e, em seguida, em modelo EaD. Em ambas formações foi utilizado o Sistema Personalizado de Instrução (PSI) como modelo didático. Os resultados indicaram que o modelo se mostrou eficaz para formação de professores de creches nas duas modalidades. Portanto, a elaboração de um curso que tem como base o conhecimento da demanda dos professores, o uso de recursos multimídias, a divisão dos conteúdos em pequenas etapas e avaliações progressivas do repertório dos alunos-professores representa um recurso importante para formação de professores para inclusão de crianças com TEA, tanto no curso presencial, quanto no modelo EaD.Universidade Federal de Santa Maria2023-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7021210.5902/1984686X70212Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e19/1-28Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e19/1-28Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e19/1-281984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/70212/54228http://periodicos.ufsm.br/educacaoespecial/article/view/70212/54229Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessGarcia, Rafael Vilas BoasDenari, Fatima Elisabeth2023-05-23T13:23:57Zoai:ojs.pkp.sfu.ca:article/70212Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-05-23T13:23:57Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
Formación de maestros de guardería y Trastorno del Espectro Autista: resultados de un curso presencial ya distancia
Formação de professores de creche e Transtorno do Espectro Autista: resultados de um curso presencial e a distância
title Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
spellingShingle Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
Garcia, Rafael Vilas Boas
Special education
Teacher training
Distance Education
Educación Especial
Formación de professores
Educación a distancia
Educação Especial
Formação de professores
Educação a Distância
title_short Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
title_full Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
title_fullStr Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
title_full_unstemmed Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
title_sort Training of day care teachers and Autism Spectrum Disorder: results of a face-to-face and distance course
author Garcia, Rafael Vilas Boas
author_facet Garcia, Rafael Vilas Boas
Denari, Fatima Elisabeth
author_role author
author2 Denari, Fatima Elisabeth
author2_role author
dc.contributor.author.fl_str_mv Garcia, Rafael Vilas Boas
Denari, Fatima Elisabeth
dc.subject.por.fl_str_mv Special education
Teacher training
Distance Education
Educación Especial
Formación de professores
Educación a distancia
Educação Especial
Formação de professores
Educação a Distância
topic Special education
Teacher training
Distance Education
Educación Especial
Formación de professores
Educación a distancia
Educação Especial
Formação de professores
Educação a Distância
description Brazilian laws throughout educational history present the inclusion of people with disabilities as a challenge to be overcome in quality education for all. However, there are notes in the literature indicating that teacher education and conditions in school practices are not suitable for it, especially in day care centers. Thus, this research aimed to elaborate, develop and evaluate the results of a training course for daycare teachers for practices for students with Autistic Spectrum Disorder in the presential and distance modalities. It is hypothesized that an individualized didactic model that incorporates fundamental aspects for teacher education for inclusive education is possible to replicate in differentiated and effective educational models for use by/for teachers. To this, a qualitative research was conducted, applied nature and with exploratory objectives in person and, then, in a distance education model. In both formations, the Personalized Instruction System (PSI) was used as a didactic model. The results indicated that the didactic model proved to be effective for the training of daycare teachers from both perspectives of the educational models. Finally, it is concluded that the elaboration of a course based on the knowledge of teachers' demand, the use of multimedia resources, the division of contents into small stages and progressive evaluations of the student-teacher repertoire represents an important resource for teacher training for inclusion of children with ASD, both in person face-to-face and in the distance education model.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-28
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/70212
10.5902/1984686X70212
url http://periodicos.ufsm.br/educacaoespecial/article/view/70212
identifier_str_mv 10.5902/1984686X70212
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/70212/54228
http://periodicos.ufsm.br/educacaoespecial/article/view/70212/54229
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
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; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e19/1-28
Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e19/1-28
Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e19/1-28
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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