Concepções de pais e professores sobre a inclusão de crianças autistas

Abstract

ResumoEste estudo objetivou analisar as concepções de pais e professores acerca da criança autista e do seu processo de Parents and teachers conceptions about the inclusion of autistic children Abstract The purpose of this study was to analyze parents and teachers conceptions with respect to autistic children and the process of school inclusion of these children. Six teachers of regular schools in the city of João Pessoa-PB and eight parents of children diagnosed with Autism Spectrum Disorder participated in this research. Interviews were recorded and transcribed and the data submitted to content analysis. The results indicated that parents demonstrated expectations towards the children socializationand academic learning while the strategies outlined by the teachers emphasized the adoption of practices more focused on socialization. It was also noted that parents, as they followed their children development, and teachers, as they had contact with autistic children, reported more positive expectations concerning these children. Knowing the concepts of parents and teachers as regards autistic children is essential to understand that the successful implementation of school inclusion may be achieved through the active participation of both parties.

Transtorno do Espectro Autista e Interações Escolares: Sala de Aula e Pátio

“…Given the above, we agree with authors such as Lemos, Salomão, Aquino and Agripino-Ramos (2016), Martins e Monteiro (2017) and Schmidt et al (2016) who highlight the role of school for children with ASD and the importance both in relation to socialization and learning of these children. As described earlier, Hugo presented behaviors that indicate both social and academic learning, since he wrote the numbers from the teacher's instruction, as well as understanding the context clues and spontaneously addressing himself with the group.…”

Interface entre saúde e educação no processo de inclusão escolar

“…Junto a essa realidade está a convicção de que a parceria entre a família e a escola potencializa o aprendizado da criança. A inclusão escolar fica fragilizada pela falta de união existente entre os pais e a escola (22) .…”

Transtorno Do Espectro Autista E Deficiência Visual: Contextos Interativos E Desenvolvimento Sociocomunicativo

“…Os estudos na área de desenvolvimento consideram certas especificidades em crianças atípicas. Alguns autores (Conti-Ramsden, 1994;Lemos, et al, 2014;Lemos, Salomão, Braz-Aquino, & Agripino-Ramos, 2016) fato de essas crianças serem menos comunicadoras espontâneas, seus pais e educadores tendem a se utilizar mais frequentemente de diretivos na linguagem a elas dirigidas, possivelmente como uma compensação inevitável para a passividade, falta de compreensão ou baixa responsividade da criança.…”