2018
DOI: 10.1590/2175-35392018013926
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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 parent… Show more

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Cited by 11 publications
(18 citation statements)
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“…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).…”
Section: Gabriel Maria Fláviasupporting
confidence: 76%
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“…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).…”
Section: Gabriel Maria Fláviasupporting
confidence: 76%
“…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).…”
Section: Introductionmentioning
confidence: 99%
“…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).…”
Section: Articlementioning
confidence: 99%
“…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).…”
Section: Articlementioning
confidence: 99%
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