A voz de jovens e adultos com Síndrome de Asperger como aspecto norteador de reflexões pedagógicas

• Autor(a) principal: Ferro, Aline Pacheco de Medeiros
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/22506
• topic: Síndrome de Asperger; relações interpessoais; escola; inclusão; interpersonal relationships; school; inclusion; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

The point of view of young and adult men with Asperger´s Syndrome (AS) regarding their own lives was the main proposal of this research, so that such knowledge could promote reflections on pedagog-ic aspects which can make possible to better meet these individual´s demands early in the school life. Based on studies involving quality of life, a structured interview was developed and applied to six male teenagers and adults (15 to 31 years old) with AS diagnosed by qualified professionals who adopted the DSM-IV criteria. Interviews were taped, transcribed and submitted to qualitative analysis resulting in four thematic categories: Self-description, Interpersonal relationships, Knowledge on AS, and Expectations for future. In a general way, the analysis of such categories revealed a set of contra-dictions in these individual´s speeches, what seemed to be indicating some limitations in their com-prehension regarding the impact of AS on their own daily lives, especially concerning their interper-sonal relationships, what ratifies how impaired is such life dimension in people with AS, and how important is to work this dimension in the school life. In addition, all the six individuals were lately diagnosed with AS, what can be considered another causal factor for such contradictory speeches, since the supports adequate to their specificities, which are especially relevant in the school life, were also lately available to them. Bullying situations during school life were reported by three individuals, pointing out that the school must pay special attention to this kind of occurrences, which not seldom makes the student with AS to feel harmed and excluded, to develop aggressive behaviors worsening their relational deficits, and to abandon the school. In conclusion, knowing the specificities of the stu-dents with AS, the school can promote clearer consciousness of the impact of AS on their own daily lives, so that the real demand of these students can be identified, better educational support can be given to such population, and their school and social inclusion can be effectively optimized.