Trajetória educacional de estudantes com autismo e deficiência intelectual: avaliação de leitura, escrita, matemática e comportamento verbal

Abstract

Resumo: Esta pesquisa teve como objetivo caracterizar o comportamento matemático, de leitura, escrita e de intraverbal de estudantes com Transtorno do Espectro do Autismo e Deficiência Intelectual e relacioná-los às trajetórias educacionais de cada um deles. Participaram quatro estudantes do sexo masculino, com cinco, treze, dezessete e vinte anos. A trajetória educacional foi identificada a partir de uma entrevista semiestruturada com a família, enquanto a avaliação da leitura, escrita, matemática e intraverbal foi conduzida por meio de testes específicos. A análise estatística utilizada foi o teste-t pareado, para comparar os dados das avaliações, com identificação da correlação entre os desempenhos avaliados. A análise da trajetória educacional identificou a urgência de serviços especializados no contexto da classe comum, como apoio ao processo de escolarização, por meio de objetivos de ensino personalizados e sistematizados no Planejamento Educacional Individualizado de estudantes, para garantia de um ensino de qualidade.

Analysis of eye tracking in inclusive mathematics video lessons in Brasilian high school

“…In addition, the study by Casagrande, Benitez, Zutião, Ribeiro, Domeniconi & Gràcia (in press) with four young people with ID and/or autism replicated the concern of Moura et al (2023) in relation to the high intensity of support in the area of lifelong learning for young people enrolled in state schools in the metropolitan region of São Paulo, especially one of them who was 19 years old and enrolled in the sixth year of elementary school. In a complementary way, data from Freitas and Galvani (2021) identified and reflected on the high intensity of support from two young people with Down Syndrome, using the Support Intensity Scale (SIS Scale).…”

“…One way to understand the situation in a more specific way is through the analysis of the educational trajectories of specific students. In this case, the educational trajectory analysis carried out by Moura et al (2023) with two young people with intellectual disability (ID) identified pedagogical and social performance below expectations for the school year in which they were enrolled, mainly in relation to reading, writing and mathematics. It is worth stating that the students were 19 and 20 years old and both were enrolled in the second year of high school.…”

“…Due to the high intensity of support in the area of lifelong learning with young Brasilians, documented in previous literature (Moura et al, 2023;Casagrande et al, in press;Freitas & Galvani, 2021), and specifically in the basic areas access to the curriculum (e.g., reading, writing and mathematics), which practices and measures can be evaluated as a service or set of educational support strategies for the schooling process of young people with disabilities and neurodevelopmental disorders in Brasilian basic education?…”