Atuação do psicólogo na inclusão escolar de estudantes com autismo e deficiência intelectual

Abstract

Psychologist's activity in the school inclusion of students with autism and intellectual deficiency AbstractThe objective of the study was to operationalize the performance of the psychologist-researcher in the process of school inclusion of students with autism (ASD) and intellectual disability (DI), based on interventions applied by teachers and parents; and evaluate the reading and writing learning of the experimental group (exposed to interventions) and control. It was attended by 14 students, seven parents and nine teachers. The procedure involved the planning of the interventions, the training with the agents, the application of the interventions and supervision by the psychologist, post-test and follow-up. The performances of the control group did not present many variations between pre-and post-test. The experimental group went from zero to higher performance in the post-test (reading: 33%, 75% and 100% correct for others, written: 50%, 75%, 75% and 100% correct for the others). The performance of the psychologist contributed to the inclusion of students with ID and TEA, in spite of the segregating practices performed with this public, in previous decades. Keywords: Autism; intellectual disability; school inclusion Actuación del psicólogo en la inclusión escolar de estudiantes con autismo y deficiencia intelectual ResumenEl objetivo del estudio fue la operatividad la actuación del psicólogo-investigador en el proceso de inclusión escolar de estudiantes con autismo (TEA) y deficiencia intelectual (DI), a partir de intervenciones aplicadas por los profesores y padres; y evaluar el aprendizaje de lectura y escritura del grupo experimental (expuesto a las intervenciones) y control. Participaron 14 estudiantes, siete padres y nueve profesores. El procedimiento involucró la planificación de las intervenciones, la capacitación con los agentes, aplicación de las intervenciones y supervisión por el psicólogo, post-test y follow-up. Los desempeños del grupo control no presentaron muchas variaciones entre pre y post-test. El grupo experimental pasó de desempeño nulo para desempeños mayores en el post-test (lectura: el 33%, el 75% y el 100% de aciertos para los demás; escritura: el 50%, el 75%, el 75% y el 100% de aciertos para los demás). La actuación del psicólogo contribuyó con la inclusión de los estudiantes con DI y TEA, a pesar de las prácticas segregadoras realizadas con ese público, en décadas anteriores.Palabras clave: Autismo; deficiencia intelectual; inclusión escolar.

Atividades aplicadas pelos pais para ensinar leitura para filhos com autismo

“…It is important to emphasize that such children had mild and moderate ASD, they were speakers, and before the beginning of the experiment, they were already able to identify figures (AB) and read / name some syllables (CDS) used in teaching and generalization words. These data replicate the students' performances with ASD from the study by Benitez and Domeniconi (2018).…”

“…The school inclusion of children with Autistic Spectrum Disorder (ASD) enrolled in regular schools has shown the importance of involving different educational agents, especially parents and / or those responsible for teaching basic academic skills, such as reading (Benitez & Domeniconi, 2014;2018). Due to the difficulties that these children may present in reading learning through conventional teaching methods, certain educational arrangements are necessary to promote such teaching, such as the use and suitability of alternative and personalized methods for effective teaching (Bosa, 2001;Gomes, & Souza, 2016;Gomes, Hanna, & Souza, 2015;Varella & Souza, 2015).…”

Delineamento experimental em Análise do Comportamento: discussão sobre o seu uso em intervenções educacionais inclusivas

“…The target audience for special education defined in the National Policy on Special Education from the perspective of Inclusive Education (Ministry of Education, 2008) involves students with disabilities, global developmental disorders and high skills/giftedness. Regarding this audience, those who present some cognitive condition, such as intellectual disability (ID) and, in some cases, global (or pervasive) developmental disorders (PDD), seem to have need of greater educational support throughout the inclusion process in the regular classroom, mainly with relation to curricular flexibilization and performance of a collaborative special education teacher together with the general education teacher (Benitez & Domeniconi, 2018;Benitez, Gomes, Bondioli, & Domeniconi, 2017).…”

“…Therefore, for a successful inclusion of a student in regular classrooms and in regular schools, it is necessary the development of an articulated work between the different teachers (from the general education teacher to the Specialized Educational Assistance teacher), support professionals, parents, coordinators, community in general, among many other educational agents (Almeida-Verdu, Fernandes, & Rodrigues, 2002;Benitez & Domeniconi, 2015, 2016, 2018. Ensuring the inclusion of any student from this joint work means to increase the possibilities for the student to remain in the regular school, which could meet the reductionist demands that only focus on space offer and physical resources as the only necessary elements for the inclusion (Espote, Serralha, & Scorsolini-Comin, 2013).…”

“…The work with each agent establishes an opportunity to intervene with the student in different (formal or non-formal) educational dimensions and with different teaching objectives, depending on each agent's function specificity in the interpersonal relationship established with the student, which allows including social (Camargo & Bosa, 2009;Sanches & Oliveira, 2011;Sant'Ana, 2005) and pedagogical skills (Benitez & Domeniconi, 2018;Sanches & Oliveira, 2011). In this spectrum of possibilities, the bibliographical survey conducted by Benitez and Domeniconi (2015) throughout 2013, in relation to different educational agents' performance, verified studies more focused on teaching of social behavior than on teaching of pedagogical behavior.…”