The pedagogical mediation of teachers of children with autism: an assessment using the Mediated Learning Scale (EAM)

• Autor(a) principal: Soares, Francisca Maria Gomes Cabral
• Data de Publicação: 2020
• Outros Autores: Nunes, Leila Regina d’Oliveira de Paula
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ETD - Educação Temática Digital
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8655543
• topic: Research methodology; Teaching and childhood; Autism; Metodologia de pesquisa; Docência e infância; Autismo; Metodología de investigación; Docencia e infancia; Autismo

As one of the its fundamental aspects, inclusive education requires recognizing the characteristics of the deficiency of the student, knowing which tools can facilitate the learning and the elaboration of strategies favorable to the teaching. In this study, part of the construction of a thesis of the first author, guided by the second, the goal was to identify and to describe ways of evaluating the levels of pedagogical mediation of teachers in their practices to alphabetize and letter children who are in Autism Spectrum Disorder. To reach this goal, an almost-experimental design was performed with an almost-experimental design, type A-B (baseline/intervention), using the Mediated Learning Scale (EAM) as an instrument for data analysis. The results indicate that this scale, as a methodological instrument, shows the possibility of measuring levels of pedagogical mediation, and favors the discussion about the interactions between students and teachers. Based on the study´s discoveries,  we discuss the format of continuing education programs in service, how much the research affected the learning process of all those involved, and what advantages and difficulties were present during the research.