Plano educacional individualizado e sua importância para a inclusão de crianças autistas

• Autor(a) principal: Oliveira, Marines Andreazza de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/5297
• topic: Educação infantil; Inclusão escolar; Intervenção precoce educacional; Transtorno do espectro autista; School inclusion; Child education; Autism spectrum disorder; Early educational intervention; Educación en la primera infancia; Inclusión escolar; Intervención educativa temprana; Trastorno del espectro autista; CIENCIAS HUMANAS::EDUCACAO

The number of children diagnosed with Autistic Spectrum Disorder has increased in the last few years. Early childhood education, as the first stage of basic education, has received and participated in the diagnosis of many of these children. At this juncture, teachers are affected by doubts and uncertainties that envolve since the importance of observing signs of this Disorder, until comply with the inclusion of the diagnosed student. Under these aspects, become important to know the methodologies used by teachers to contribute in the education and development of these children. Then, this proposal aims to know the perception of teachers about the Individualized Educational Plan as a strategy for curricular organization for the inclusion of students with Autism Spectrum Disorder in Early Childhood Education. This is a descriptive study, with a qualitative approach. The Data collection was carried out in 2020 through interviews half structured, with teachers who worked with autistic pre-school students (4 and 5 years), in 2019, from the Municipal Centers of Early Childhood Education of a city in western Paraná. Twenty-seven (27) interviews were conducted, from then 09 (nine) interviews were conducted in person before the beginning of social isolation due to Pandemic Covid-19, and eighteen (18) per video call during social isolation, with representativeness of twenty (20) educational centers. For the interview, a semi structured script with ten open questions was used, the instrument also made it possible to collect data for the characterization of teachers and from students with the disorder. The data were analyzed, according to the Collective Subject Discourse, extracted from the statements of the group. The results showed 11 (eleven) Synthesis speeches with their categories and their respective Collective Subject Speeches, which demonstrated an articulation between teachers and parents, and pedagogical coordinator teachers. However, contact with professionals who provide assistance outside the school context seems to be non-existent. Still, there was an absence of Multifunctional Resource Rooms for Specialized Educational Assistance in the form of Early Childhood Education and lack of aid and support for teachers. About curricular adjustments, the teachers demonstrate ignorance / uncertainty. As for the teachers' understanding of the Individualized Educational Plan, was observed a conceptual uncertainty and lack of knowledge about its elaboration and applicability. The difficulties presented by teachers in the school context demonstrate the importance of the Individualized Educational Plan in the inclusive process of children with Autism Spectrum Disorder. Its relevance is still expressed, in the positive expectation of teachers about a collaboratively elaborated planning. Although they report difficulties in relation to inclusion, they seek ways to improve their performance with children. It is hoped that this study can contribute to the understanding of the importance of the Individualized Educational Plan in Early Childhood Education and to the advancement of knowledge on issues involving the subject.