Qualitative indicators in the schooling of students with autism spectrum disorder in the context of inclusive education

• Autor(a) principal: Dias, Chiara Maria Seidel Luciano
• Data de Publicação: 2022
• Outros Autores: Hardoim, Edna Lopes, Cecconello, Moiseis dos Santos, Arruda, Rafael Soares de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/68038
• topic: Dimensões da educação inclusiva; Educação Básica; Índice para as dimensões; Dimensions of inclusive education; Basic Education; Index to dimensions; Dimensiones de la educación inclusiva; Educación básica; Índice de dimensiones

This report summarizes the result of a PhD research that was dedicated to investigate and present qualitative indicators for the schooling process of students with Autism Spectrum Disorder (ASD) in the context of Inclusive Education. A set of qualitative indicators structured in six dimensions was established: Pedagogical and Learning Strategies; School management; Family; Environment; Articulated Intersectorial Partnerships; and, Inclusive Organization Structures and Public Policies. These dimensions were structured from references such as Booth and Ainscow (2000), Humphrey and Lewis (2008), Echeita Sarrionandía and Ainscow (2011), UNESCO-OEI (2018) and Silva and Garcez (2019) and were called "schooling of students with ASD in the context of Inclusive Education". The original research consisted of a theoretical-methodological study, with quantitative and qualitative contributions and with the participation of 61 collaborators divided into five groups: teachers, managers, family members, professionals of multidisciplinary care and people with autistic spectrum disorder. The quantitative perspective took place in the first step of the research for the general characterization of the profile of these collaborators. Based on this analysis, a form was sent to employees with more experience and experience in relation to the schooling process, so that they could evaluate the indicators, given their pertinence in each of the proposed dimensions. At the end, an Index for Dimensions is presented as a methodological and evaluation tool for these indicators that can be used in regular schools to strengthen inclusive public policies and practices.