A Criança Com Transtorno Do Espectro Autista Na Educação Infantil: Mediaçâo Do Professor Para Favorecer O Potêncial Cognitivo

Abstract

Law nº. 12,764, of December 27, 2012, which receives the name of Law Berenice Piana, assures the rights of the person with autistic spectrum disorder and its art. 4th establishes the right to schooling in an inclusive education system. Recognizing the legality and importance of the formation of children with autism spectrum disorder (ASD), even in early childhood education, it is important to investigate how the teacher can mediate teaching and learning to favor the cognitive potential of this child in early childhood education. This requires that a good mediator teacher seeks interventions in a meaningful way to develop at each stage the cognitive potential of the student with ASD. Autism is known to be a neurodevelopmental disorder with variations in severity (mild to severe) and are called autism spectrum disorders or autistic spectrum disorder (ASD), presenting different characteristics in the behavioral picture also involving the areas of social interaction. and communication. The present article aims to analyze teacher mediation strategies to favor the cognitive potential of the autistic spectrum child. The methodology used for the approach is qualitative. As for the means, it was a literary review in order to seek in various scientific productions educational alternatives that will assist children with ASD, both in the cognitive, affective aspect and in interaction with peers.

Beliefs, Prejudices and Expectations of Families of Children With Asd in Relation to the Teaching Process Learning Your Children for Active Life

“…The diagnosis requires a professional vision free from prejudice. Health plans and the public health network can create obstacles to treatment (Almeida, 2018;Araújo;Veras;Varelas, 2019;Nascimento;Bitencourt;Fleig, 2021).…”

“…In addition to the issues that interact with the universe of PEA, Law Number:13,146, of July 6, 2015, guarantees the rights of people with disabilities, including PEA (Araújo;Veras;Varelas, 2019). This law represents an important step in protecting the rights of people with ASD.…”

“…After reading and analyzing the professionals' responses, it was understood that families' expectations regarding the intellectual development of children with ASD are influenced by the diagnosis of the spectrum's incidence level. Families with milder diagnoses tend to believe in faster intellectual development, but even in more severe cases, progress is possible with appropriate treatments (Santos, Araújo & Lima, 2019).…”