O processo de leitura por educandos com Transtorno do Espectro Autista (TEA): situação de ensino e aprendizagem

• Ano de defesa: 2022
• Autor(a) principal: Reis, Andreia Cintia Dourado Portela
• Orientador(a): Pacheco, Lílian Miranda Bastos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Transtorno do Espectro Autista; Processo de leitura; Sequência didática; Emparelhamento multimodelo
• Palavras-chave em Inglês: Autism Spectrum Disorder; Reading process; Following teaching; Multi-model pairing.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1451

From the researcher's experiences as a teacher and psychopedagogue, an interest emerges in verifying, through scientific research, as to possible pedagogical strategies and practices that could favor the learning of reading in students with ASD. In this sense, it started with the problem of knowing how a given didactic sequence is capable of promoting changes in reading performance. The general objective was to analyze the impact of a certain pedagogical mediation, through pre and post-test, on the reading performance of students with ASD. The specific objectives consisted of: diagnosing reading performance; assess performance in reading skills before and after a given learning situation; to systematize a specific didactic sequence for phonological awareness and verify if this sequence promoted changes in the students' reading ability, inferred from the comparison between the assessments. The methodological approach is qualitative, empirical and exploratory in nature and aims to assess reading learning in students with ASD from a didactic sequence specifically designed for phonological awareness and developed by the researcher with autistic students in a specialized institution. The results showed, in general, that the participants of this research responded satisfactorily to the methodological proposal. It was noticeable that the verbal, written, oral and visual stimuli led to the development and improvement of essential skills for learning to read words and to understand them from the association of visual and spatial signs to their spellings or corresponding words.