Alunos com perturbações do espetro de Autismo : intervenção educativa
Miniatura indisponível
Data
2012
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O tema escolhido para esta investigação foca-se no Autismo. A experiência
profissional relacionada com o desconhecimento das estratégias utilizadas na sala de
aula com crianças com PEA, levantou grande interesse em aprofundar esta temática.
Dado que os Educadores de Infância e os Professores do 1.º ciclo, são os
intervenientes principais no processo educativo, surge a seguinte questão:
Que estratégias utilizam os Educadores de Infância e Professores do 1.º ciclo
junto de alunos com Perturbações do Espectro de Autismo?
A presente investigação desenvolveu-se com vista a uma melhor compreensão
sobre o conhecimento do autismo, na educação das crianças com PEA, por parte dos
intervenientes, e consequentemente proporcionar reflexões de maior importância, de
modo a contribuir para um processo de inclusão e de aprendizagem mais positiva.
Este estudo efetuou-se através de dados recolhidos de um inquérito por
questionário, constituído por perguntas abertas e fechadas, o qual foi entregue a
Educadores de Infância e Professores do 1.º ciclo, dos concelhos, Lisboa, Almada e
Seixal. A amostra selecionada como representação da população, é de 30 Educadores
de Infância/Professores do 1.º ciclo. É utilizada uma análise de conteúdo no
tratamento de dados obtidos nas questões abertas, e nas questões fechadas foi,
aplicado um método quantitativo no tratamento das mesmas.
Esta linha investigativa vem apoiar a importância da experiência que surge do
contato junto de crianças com PEA, para uma melhor compreensão sobre a forma de
lidar pedagogicamente com as mesmas. Pode-se considerar que os objetivos
nucleares foram satisfatoriamente alcançados, não sendo, no entanto, generalizados
os resultados obtidos, devido à precaridade da amostra.
The theme chosen for this research is focused on autism. The professional experience related to the unfamiliarity of the strategies used in the classroom with children with ASD, raised great interest in furthering this theme. Since the Early Childhood Educators and Primary Teachers, are the main actors in the educational process, the following question arises: What strategies using the Early Childhood Educators and Primary Teachers pupils with Autism Spectrum Disorders? This research was developed with a view to better understanding of autism awareness, educating children with ASD, the stakeholders, and therefore provide reflections of utmost importance in order to contribute to a process of inclusion and learning more positive. This study was made using data collected from a questionnaire consisting of open and closed questions, which was given to Early Childhood Educators and Teachers first Cycle, the municipalities, Lisbon, Almada and Seixal. The sample selected as representative of the population is 30 Early Childhood Educators / Teachers first Cycle. It used a content analysis of the data obtained in the treatment of open questions, and the questions were closed, a quantitative method applied in their treatment. This line of investigation has been supporting the importance of experience that comes from contact with children with ASD, for a better understanding on how to deal with them pedagogically. It can be considered that the objectives have been satisfactorily achieved core are not, however, the results achieved widespread due to the precarious nature of the sample.
The theme chosen for this research is focused on autism. The professional experience related to the unfamiliarity of the strategies used in the classroom with children with ASD, raised great interest in furthering this theme. Since the Early Childhood Educators and Primary Teachers, are the main actors in the educational process, the following question arises: What strategies using the Early Childhood Educators and Primary Teachers pupils with Autism Spectrum Disorders? This research was developed with a view to better understanding of autism awareness, educating children with ASD, the stakeholders, and therefore provide reflections of utmost importance in order to contribute to a process of inclusion and learning more positive. This study was made using data collected from a questionnaire consisting of open and closed questions, which was given to Early Childhood Educators and Teachers first Cycle, the municipalities, Lisbon, Almada and Seixal. The sample selected as representative of the population is 30 Early Childhood Educators / Teachers first Cycle. It used a content analysis of the data obtained in the treatment of open questions, and the questions were closed, a quantitative method applied in their treatment. This line of investigation has been supporting the importance of experience that comes from contact with children with ASD, for a better understanding on how to deal with them pedagogically. It can be considered that the objectives have been satisfactorily achieved core are not, however, the results achieved widespread due to the precarious nature of the sample.
Descrição
Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, EDUCATION, SPECIAL EDUCATION, AUTISM, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, ESTRATÉGIAS PEDAGÓGICAS, PEDAGOGICAL STRATEGIES, Gonçalves, Maria Cristina Saraiva, orient.