Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study

Detalhes bibliográficos
Autor(a) principal: Borges, Andreia Arantes
Data de Publicação: 2022
Outros Autores: Aniceto, Geisiane Cristina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/15400
Resumo: The educational systems were not prepared to confront the exceptionalities arising from the COVID-19 pandemic and sought alternatives to minimize the impacts on students' learning by pundering their hopes in remote learning. Although the change in the teaching model has fully impacted several audiences, students affected by Autism Spectrum Disorder (ASD) faced greater challenges during the process of adapting to the new reality of teaching. In this sense, the identification of the challenges and impacts generated by the COVID-19 pandemic in the school development of students with ASD regularly enrolled in a public primary education school in the municipality of São José do Alegre/Minas Gerais was carried out by applying a questionnaire to a regent teacher and a support teacher, in addition to five parents responsible for these children and adolescents. The teachers considered that the pandemic moderately impacted the learning of their autistic students, observing little progress in their ability to learn. However, for most parents, the pandemic interfered negatively, as they observed a great setback in their children's learning. In the perception of the regent teacher, the main challenge to teaching was related to the teaching-learning process that needed to be widely re-meant to meet the restrictive conditions of the moment. For the support teacher, the challenge was to establish effective contact with the students to stimulate the activities. Parents were unanimous in considering establishing a new study routine for their children as the main challenge. Faced with the new challenges, the teachers bet on maintaining the bond with students and on the mediation of learning as ways to minimize impacts. The intensification of dialogue, constant mediation and greater patience are the main attitudes experienced by parents to minimize the possible damage to the school development of their autistic children during the pandemic of the new coronavirus.
id UTFPR-13_e479d8bebc7e2153cf97981158cb0694
oai_identifier_str oai:periodicos.utfpr:article/15400
network_acronym_str UTFPR-13
network_name_str Actio (Curitiba)
repository_id_str
spelling Challenges and impacts of the COVID-19 pandemic on autistic learning: a case studyDesafios e impactos da pandemia da COVID-19 na aprendizagem de autistas: um estudo de casoEducação, Tópicos específicos de educação, Educação especialAutismo; Pandemia; COVID-19; Ensino remoto; AprendizagemAutism; Pandemic; COVID-19; Online learning; LearningThe educational systems were not prepared to confront the exceptionalities arising from the COVID-19 pandemic and sought alternatives to minimize the impacts on students' learning by pundering their hopes in remote learning. Although the change in the teaching model has fully impacted several audiences, students affected by Autism Spectrum Disorder (ASD) faced greater challenges during the process of adapting to the new reality of teaching. In this sense, the identification of the challenges and impacts generated by the COVID-19 pandemic in the school development of students with ASD regularly enrolled in a public primary education school in the municipality of São José do Alegre/Minas Gerais was carried out by applying a questionnaire to a regent teacher and a support teacher, in addition to five parents responsible for these children and adolescents. The teachers considered that the pandemic moderately impacted the learning of their autistic students, observing little progress in their ability to learn. However, for most parents, the pandemic interfered negatively, as they observed a great setback in their children's learning. In the perception of the regent teacher, the main challenge to teaching was related to the teaching-learning process that needed to be widely re-meant to meet the restrictive conditions of the moment. For the support teacher, the challenge was to establish effective contact with the students to stimulate the activities. Parents were unanimous in considering establishing a new study routine for their children as the main challenge. Faced with the new challenges, the teachers bet on maintaining the bond with students and on the mediation of learning as ways to minimize impacts. The intensification of dialogue, constant mediation and greater patience are the main attitudes experienced by parents to minimize the possible damage to the school development of their autistic children during the pandemic of the new coronavirus.Os sistemas educacionais não estavam preparados para confrontar as excepcionalidades decorrentes da pandemia da COVID-19 e buscaram alternativas para minimizar os impactos na aprendizagem dos alunos depositando suas esperanças no ensino remoto. Embora a alteração do modelo de ensino tenha impactado integralmente públicos diversos, alunos acometidos pelo Transtorno do Espectro Autista (TEA) enfrentaram desafios maiores durante o processo de adaptação à nova realidade de ensino. Neste sentido, a identificação dos desafios e impactos gerados pela pandemia da COVID-19 no desenvolvimento escolar de alunos com TEA regularmente matriculados em uma escola pública de educação básica do município de São José do Alegre/Minas Gerais foi realizada mediante a aplicação de um questionário a uma professora regente e de apoio, além de cinco pais responsáveis por estas crianças e adolescentes. As professoras consideraram que a pandemia impactou moderadamente a aprendizagem dos seus alunos autistas, observando pouco avanço na capacidade de aprender. Contudo, para a maioria dos pais a pandemia interferiu negativamente, pois observaram grande retrocesso na aprendizagem dos seus filhos. Na percepção da professora regente, o principal desafio ao ensino esteve relacionado ao processo de ensino-aprendizagem que necessitou ser amplamente ressignificado para atender as condições restritivas do momento. Já para a professora de apoio, o desafio foi estabelecer um contato efetivo com os alunos para estimular a realização das atividades. Os pais foram unânimes em considerar o estabelecimento de uma nova rotina de estudos para os seus filhos como o principal desafio. Diante dos novos desafios, as professoras apostam na manutenção do vínculo com os alunos e na mediação da aprendizagem como formas de minimizar os impactos. A intensificação do diálogo, mediação constante e maior paciência são as principais atitudes experimentadas pelos pais para minimizar os possíveis danos ao desenvolvimento escolar dos seus filhos autistas durante a pandemia do novo coronavírus.Universidade Tecnológica Federal do Paraná (UTFPR)Borges, Andreia ArantesAniceto, Geisiane Cristina2022-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê Temáticoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1540010.3895/actio.v7n3.15400ACTIO: Teaching in Sciences; v. 7, n. 3 (2022); 1-18ACTIO: Docência em Ciências; v. 7, n. 3 (2022); 1-182525-892310.3895/actio.v7n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/15400/9222https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2646https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2647https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2648https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2649Direitos autorais 2022 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-12-19T19:24:44Zoai:periodicos.utfpr:article/15400Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-12-19T19:24:44Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
Desafios e impactos da pandemia da COVID-19 na aprendizagem de autistas: um estudo de caso
title Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
spellingShingle Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
Borges, Andreia Arantes
Educação, Tópicos específicos de educação, Educação especial
Autismo; Pandemia; COVID-19; Ensino remoto; Aprendizagem
Autism; Pandemic; COVID-19; Online learning; Learning
title_short Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
title_full Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
title_fullStr Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
title_full_unstemmed Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
title_sort Challenges and impacts of the COVID-19 pandemic on autistic learning: a case study
author Borges, Andreia Arantes
author_facet Borges, Andreia Arantes
Aniceto, Geisiane Cristina
author_role author
author2 Aniceto, Geisiane Cristina
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Borges, Andreia Arantes
Aniceto, Geisiane Cristina
dc.subject.por.fl_str_mv Educação, Tópicos específicos de educação, Educação especial
Autismo; Pandemia; COVID-19; Ensino remoto; Aprendizagem
Autism; Pandemic; COVID-19; Online learning; Learning
topic Educação, Tópicos específicos de educação, Educação especial
Autismo; Pandemia; COVID-19; Ensino remoto; Aprendizagem
Autism; Pandemic; COVID-19; Online learning; Learning
description The educational systems were not prepared to confront the exceptionalities arising from the COVID-19 pandemic and sought alternatives to minimize the impacts on students' learning by pundering their hopes in remote learning. Although the change in the teaching model has fully impacted several audiences, students affected by Autism Spectrum Disorder (ASD) faced greater challenges during the process of adapting to the new reality of teaching. In this sense, the identification of the challenges and impacts generated by the COVID-19 pandemic in the school development of students with ASD regularly enrolled in a public primary education school in the municipality of São José do Alegre/Minas Gerais was carried out by applying a questionnaire to a regent teacher and a support teacher, in addition to five parents responsible for these children and adolescents. The teachers considered that the pandemic moderately impacted the learning of their autistic students, observing little progress in their ability to learn. However, for most parents, the pandemic interfered negatively, as they observed a great setback in their children's learning. In the perception of the regent teacher, the main challenge to teaching was related to the teaching-learning process that needed to be widely re-meant to meet the restrictive conditions of the moment. For the support teacher, the challenge was to establish effective contact with the students to stimulate the activities. Parents were unanimous in considering establishing a new study routine for their children as the main challenge. Faced with the new challenges, the teachers bet on maintaining the bond with students and on the mediation of learning as ways to minimize impacts. The intensification of dialogue, constant mediation and greater patience are the main attitudes experienced by parents to minimize the possible damage to the school development of their autistic children during the pandemic of the new coronavirus.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-08
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Dossiê Temático
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/15400
10.3895/actio.v7n3.15400
url https://periodicos.utfpr.edu.br/actio/article/view/15400
identifier_str_mv 10.3895/actio.v7n3.15400
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/15400/9222
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2646
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2647
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2648
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/15400/2649
dc.rights.driver.fl_str_mv Direitos autorais 2022 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2022 ACTIO: Docência em Ciências
http://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 Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 7, n. 3 (2022); 1-18
ACTIO: Docência em Ciências; v. 7, n. 3 (2022); 1-18
2525-8923
10.3895/actio.v7n3
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
_version_ 1797239983722987520