A inclusão escolar de alunos com transtorno do espectro autista em municípios da 4ª Colônia de Imigração Italiana, RS: um olhar sobre as práticas pedagógicas

• Ano de defesa: 2014
• Autor(a) principal: Ramos, Fabiane dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Inclusão escolar; Transtorno do espectro autista; Práticas pedagógicas; School inclusion; Autism spectrum disorder; Pedagogical practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7174

This research is an exploratory multiple case study and has a qualitative approach. This study aims to investigate how schooling processes occur with ASD students in municipal schools of the 4th Italian Immigration Colony in RS. For this, we started with a pilot study to collect data in cities located in the study area: Dona Francisca, Ivorá, Palma Nova, Pinhal Grande, São João do Polêsine, Silveira Martins, Faxinal do Soturno, Restinga Sêca and Agudo. We continued the research only with cities with students with ASD included after the 3rd year of elementary school, in other words, students who were not in the Adequate Age Literacy National Pact (AALNP). We applied semi-structured interviews in order to investigate the arrangements used by managers in relation to school inclusion and pedagogical actions and adaptations made by teachers to autistic students. To analyze results, we used content analysis method, based on two analysis categories listed from Klosouski and Reali (2008) and Santos (2000, 2002) studies, which are respectively planning and participation. Results show that, in relation to planning, there is no modification in order to attend specificities of these students, which indicates the lack of knowledge by teacher about the student and shows no use of different strategies in classroom in order to ease and/or to supply the difficulties presented. In terms of participation, there was little encouragement from teachers related to the activities in class and there was few shared information with other colleagues, as well as we observed teacher's difficulty in communicating with the student, because teachers do not know aspects related to the condition of these students.