Adolescência e puberdade na perspectiva de adolescentes com autismo, professores(as) e responsáveis

• Autor(a) principal: Serbai, Fabiana
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: https://tede.unioeste.br/handle/tede/6211
• topic: Transtorno do espectro autista; Adolescente; Puberdade; Ensino; Autism spectrum disorder; Adolescent; Puberty; Teaching; Trastorno del espectro autista; Adolescente; Pubertad; Enseñanza; EDUCACAO::ENSINO-APRENDIZAGEM

Autism Spectrum Disorder affects the development of children and adolescents causing impairments in communication and social interaction. It is estimated that 1% of the world population has this disorder at some level. In adolescence, autistic people may suffer a behavioral decline, presenting a lowering of previously learned language and sociability skills, and may experience difficulties in relating to their peers, initiating conversations and performing tasks of daily living. In view of this, the present study has as a guiding question how do adolescents with autism, their teachers and parents perceive the puberty phase in adolescence? Objective: to know how adolescents with autism, their teachers and parents perceive the physical and behavioral changes resulting from puberty in adolescence. Method: a basic purpose research was carried out with a qualitative, descriptive approach, through a semi-structured interview composed of 16 subjective questions, carried out in person with representatives and adolescents and online with teachers and pedagogue. Twelve participants were interviewed, four adolescents with autism, two female and two male, four teachers, a Science teacher, a Biology teacher, a Pedagogue, a Specialized Support technician and four parents. The participants come from a state school in the city of Foz do Iguaçu-PR. For data analysis, we used collective subject discourse analysis and descriptive analysis. The construction of the informative material was based on the needs perceived through the interviews and was prepared on the Canva platform. Results: through descriptive analysis, it can be seen that adolescents with autism do not see themselves as different subjects from others, who feel included in society, despite having few friends and having knowledge about adolescence and puberty. It was possible to notice that the parents interviewed feel concerns about the future of their sons and daughters and that puberty and adolescence are being challenging phases for them. Teachers realize that their adolescent students with autism have some characteristics that are different from other adolescents, in terms of their interest in dating, and they experience difficulty in working with this audience. Theanalysis of the collective subject discourse revealed four categories of responses: emphasis on physical and biological aspects; emphasis on behavioral andpsychological aspects; emphasis on social aspects, and emphasis on sexualityaspects. Final considerations: The study allowed us to understand how adolescents, parents and teachers perceive the phase of adolescence and puberty in adolescents with autism, to know how adolescents build knowledge about these phases. It was noticed that there is no homogeneity in the understanding of knowledge, however, all were able to express what they know about the verified subjects. It was also found that they are able to identify the guidelines received on the subject and to produce easily accessible information material, in order to show that these subjects go through the same phases and challenges of puberty and adolescence, in the same way as the others. adolescents and promote the inclusion and integration of people with autism insociety.