Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)

Detalhes bibliográficos
Autor(a) principal: Fam, Antônio Eustáquio de Oliveira
Data de Publicação: 2021
Outros Autores: Reis, Sérgio Pereira dos, Barbosa, Rosemary Pereira Costa e
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/15912
Resumo: This article aimed to understand whether playing favors the inclusion of students diagnosed with Autistic Spectrum Disorder (ASD) and whether it can be used as a strategy for school inclusion. To elucidate the issue, a qualitative and descriptive case study was developed with education professionals from a public school in the city of Governador Valadares, Minas Gerais. The questionnaire applied via the Google Forms was used as a research tool. According to the data obtained, it was observed that in the respondents' perception, playing favors the inclusion of students diagnosed with ASD and can be used as a strategy for this inclusion, mainly because it promotes the global development of children, since, in their view provides learning, interaction and respect for difference. Respondents also pointed out the importance of strengthening the family-school relationship for more effective work with children and the need for continued formation to support inclusion work. The work shows how playing is increasingly present in schools and its importance in the inclusion and autonomy of students.
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spelling Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)Jugar en el espacio escolar como estrategia para la inclusión de estudiantes con Trastorno del Espectro Autista (TEA)O brincar no espaço escolar como estratégia de inclusão de alunos com Transtorno do Espectro Autista (TEA)School inclusionAutistic disorderTo playKidsSchool.Inclusión escolarTrastorno autistaJugarNiñosColegio.Inclusão escolarTranstorno autísticoBrincarCriançasEscola.This article aimed to understand whether playing favors the inclusion of students diagnosed with Autistic Spectrum Disorder (ASD) and whether it can be used as a strategy for school inclusion. To elucidate the issue, a qualitative and descriptive case study was developed with education professionals from a public school in the city of Governador Valadares, Minas Gerais. The questionnaire applied via the Google Forms was used as a research tool. According to the data obtained, it was observed that in the respondents' perception, playing favors the inclusion of students diagnosed with ASD and can be used as a strategy for this inclusion, mainly because it promotes the global development of children, since, in their view provides learning, interaction and respect for difference. Respondents also pointed out the importance of strengthening the family-school relationship for more effective work with children and the need for continued formation to support inclusion work. The work shows how playing is increasingly present in schools and its importance in the inclusion and autonomy of students.Este artículo tuvo como objetivo comprender si el juego favorece la inclusión de estudiantes diagnosticados con Trastorno del Espectro Autista (TEA) y si se puede utilizar como estrategia de inclusión escolar. Para dilucidar el tema, se desarrolló un estudio de caso cualitativo y descriptivo con profesionales de la educación de una escuela pública de la ciudad de Governador Valadares, Minas Gerais. Se utilizó el cuestionario aplicado a través del formulario Google Forms como herramienta de investigación. De acuerdo con los datos obtenidos, se observó que en la percepción de los encuestados, el juego favorece la inclusión de estudiantes diagnosticados con TEA y puede ser utilizado como una estrategia para esta inclusión, principalmente porque promueve el desarrollo global de los niños, ya que, en su la vista proporciona aprendizaje, interacción y respeto por la diferencia. Los encuestados también señalaron la importancia de fortalecer la relación familia-escuela para un trabajo más eficaz con los niños y la necesidad de una formación continua para apoyar el trabajo de inclusión. El trabajo muestra cómo el juego está cada vez más presente en las escuelas y su importancia en la inclusión y autonomía de los estudiantes.O presente artigo objetivou compreender se o brincar favorece a inclusão de alunos diagnosticados com Transtorno do Espectro Autista (TEA) e se pode ser utilizado como uma estratégia para a inclusão escolar. Para elucidar a questão foi desenvolvido um estudo de caso de cunho qualitativo e descritivo com os profissionais de educação de uma escola pública do município de Governador Valadares, Minas Gerais. Utilizou-se como instrumento de pesquisa o questionário aplicado via formulário Google Forms. Conforme os dados obtidos observou-se que na percepção dos respondentes o brincar favorece na inclusão de alunos diagnosticados com TEA e pode ser utilizado como uma estratégia para esta inclusão, principalmente por propiciar o desenvolvimento global das crianças, uma vez que, na visão dos mesmos propicia aprendizagem, interação e respeito a diferença. Os respondentes apontaram ainda a importância do estreitamento da relação família-escola para o trabalho mais efetivo com as crianças e a necessidade de formação continuada para sustentar o trabalho de inclusão. O trabalho evidencia como o brincar está cada vez mais presente nas escolas e sua importância na inclusão e na autonomia dos alunos.Research, Society and Development2021-06-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1591210.33448/rsd-v10i6.15912Research, Society and Development; Vol. 10 No. 6; e49010615912Research, Society and Development; Vol. 10 Núm. 6; e49010615912Research, Society and Development; v. 10 n. 6; e490106159122525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/15912/14328Copyright (c) 2021 Antônio Eustáquio de Oliveira Fam; Sérgio Pereira dos Reis; Rosemary Pereira Costa e Barbosahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFam, Antônio Eustáquio de Oliveira Reis, Sérgio Pereira dosBarbosa, Rosemary Pereira Costa e 2021-06-10T22:51:46Zoai:ojs.pkp.sfu.ca:article/15912Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:36:37.701304Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
Jugar en el espacio escolar como estrategia para la inclusión de estudiantes con Trastorno del Espectro Autista (TEA)
O brincar no espaço escolar como estratégia de inclusão de alunos com Transtorno do Espectro Autista (TEA)
title Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
spellingShingle Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
Fam, Antônio Eustáquio de Oliveira
School inclusion
Autistic disorder
To play
Kids
School.
Inclusión escolar
Trastorno autista
Jugar
Niños
Colegio.
Inclusão escolar
Transtorno autístico
Brincar
Crianças
Escola.
title_short Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
title_full Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
title_fullStr Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
title_full_unstemmed Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
title_sort Playing in the school space as a strategy for the inclusion of students with Autistic Spectrum Disorder (ASD)
author Fam, Antônio Eustáquio de Oliveira
author_facet Fam, Antônio Eustáquio de Oliveira
Reis, Sérgio Pereira dos
Barbosa, Rosemary Pereira Costa e
author_role author
author2 Reis, Sérgio Pereira dos
Barbosa, Rosemary Pereira Costa e
author2_role author
author
dc.contributor.author.fl_str_mv Fam, Antônio Eustáquio de Oliveira
Reis, Sérgio Pereira dos
Barbosa, Rosemary Pereira Costa e
dc.subject.por.fl_str_mv School inclusion
Autistic disorder
To play
Kids
School.
Inclusión escolar
Trastorno autista
Jugar
Niños
Colegio.
Inclusão escolar
Transtorno autístico
Brincar
Crianças
Escola.
topic School inclusion
Autistic disorder
To play
Kids
School.
Inclusión escolar
Trastorno autista
Jugar
Niños
Colegio.
Inclusão escolar
Transtorno autístico
Brincar
Crianças
Escola.
description This article aimed to understand whether playing favors the inclusion of students diagnosed with Autistic Spectrum Disorder (ASD) and whether it can be used as a strategy for school inclusion. To elucidate the issue, a qualitative and descriptive case study was developed with education professionals from a public school in the city of Governador Valadares, Minas Gerais. The questionnaire applied via the Google Forms was used as a research tool. According to the data obtained, it was observed that in the respondents' perception, playing favors the inclusion of students diagnosed with ASD and can be used as a strategy for this inclusion, mainly because it promotes the global development of children, since, in their view provides learning, interaction and respect for difference. Respondents also pointed out the importance of strengthening the family-school relationship for more effective work with children and the need for continued formation to support inclusion work. The work shows how playing is increasingly present in schools and its importance in the inclusion and autonomy of students.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-08
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 https://rsdjournal.org/index.php/rsd/article/view/15912
10.33448/rsd-v10i6.15912
url https://rsdjournal.org/index.php/rsd/article/view/15912
identifier_str_mv 10.33448/rsd-v10i6.15912
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/15912/14328
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 6; e49010615912
Research, Society and Development; Vol. 10 Núm. 6; e49010615912
Research, Society and Development; v. 10 n. 6; e49010615912
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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