Transtorno do espectro do autismo e o atendimento educacional especializado de uma rede municipal de educação do Estado de São Paulo

• Autor(a) principal: Vital, Andréa Aparecida Francisco
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/24540
• topic: atendimento educacional especializado; prática pedagógica; Transtorno do Espectro do Autismo (TEA); CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research had the general objective of mapping and analyzing the pedagogical interventions in the Specialized Educational Attendance (SEA) care for pupils with ASD, inserted in elementary school I and II, the municipal education system in Barueri / SP. Specific objectives elected: 1) to trace the professional profile of teachers who work in the Specialized Educational Attendance (SEA); 2) analyze the SEA framework for the care of students with ASD; 3) analyze the environment where it is developed the SEA and ensure that it addresses the real needs of students with ASD; 4) identify which aspects of learning are most valued by SEA teachers; 5) know the barriers and facilitators that teachers point in the execution of inclusion of students with ASD; 6) identify the links between the jobs offered in regular education and SEA; 7) know the strategies used in the SEA to the student service with ASD. The sample consisted of 16 multidisciplinary resources room (MRR) teachers who attend the students enrolled in elementary school I and II with proven ASD diagnosis. We rely on the guidelines of the qualitative methodological approach, with three instruments collection, two routes of observation and a semi-structured questionnaire developed by the researcher, applied to teachers. We also have a field notebook where pedagogical practice observation data was recorded, developed in the SEA. General data regarding students with ASD in this sample showed that among the 63 students with ASD, only 18 (28%) are enrolled in regular education and enjoy the support of the Specialized Educational Attendance. When tracing the profile of teachers who work in the SEA with students with ASD, one of the conclusions was that although everyone has the training required by national guidelines, some do not consider themselves able to meet the public. Regarding the pedagogical aspects themselves, the results showed that there isn’t a common understanding by teachers of which pedagogical action should be developed, neither there is a methodological guideline compatible with the unique characteristics of this clientele. We suggest that there should be greater investment in teachers’ education; better dialogue between SEA teachers and teachers of regular schools; a better structure and systematization of Specialized Educational Attendance offered to students with ASD; more investment in monitoring the development of these students; better articulation inside the managers, teachers and family triad about the educational actions as a possible way to strengthen inclusion and development and learning in the public system of municipal education.