HaSA pedagogical scale experimental application course: reports on evidence-based practices in inclusive education

• Autor(a) principal: Torres, Amanda da Silva Pereira
• Data de Publicação: 2021
• Outros Autores: Lione, Viviane de Oliveira Freitas, Caminha, Vera Lúcia Prudência dos Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/21007
• topic: Teaching; ASD; Rating scale; Evidence-based practices; Inclusive education.; Enseñanza; TEA; Escala de valoración; Prácticas basadas en evidencia; Educación inclusiva.; Ensino; TEA; Escala de avaliação; Práticas baseadas em evidências; Educação inclusiva.

In inclusive education, it has been discussed that educational agents must be properly trained for educational practice that meets the most diverse needs of students with disabilities. In order to achieve this feat, it depends, increasingly, on practical training, through assessment protocols, which enable educational agents to know the neurodiversity that contemplates their student. This article aims to evaluate the use of the Pedagogical Assessment Scale of Social and Academic Skills for Students with ASD - HaSA, through the experience of continuing education to train educational agents of a Municipal Unit of Early Childhood Education in the Municipality of Niterói . The HaSA scale was developed as a result of the completion of the Professional Master's Degree in Diversity and Inclusion by the Fluminense Federal University, with the purpose of evaluating the apprentice skills of students with autism spectrum disorder, using materials that are already recognized and validated. The deputy director of the educational unit, regent teachers, support teachers and specialized support teachers participated in the study. The training was organized through a basic theoretical introduction about the TEA, presentation of the scale, its application and data analysis. Based on the study of the HaSA scale, the aim is to insert interventions that have evidence of effectiveness in the context of education, integrating the educational experience with the best external evidence, respecting the necessary attributes to be defined as scientific evidence. These are empirical paths, potentially effective, until proven otherwise, capable of overcoming the barriers of mere enrollment of the student with ASD.