Escolarização de pessoas com Transtornos do Espectro Autista (TEA) em idade adulta: relatos e perspectivas de pais e cuidadores de adultos com TEA

Abstract

The Educational National Policy, within the perspective of inclusive education, orients teaching and learning systems to guarantee access since preschool until high school/vocational school. The literature on the field reviews the need for a greater understanding of schooling processes for people with ASD in the different stages of life. This study has aimed to identify the perspective of families of adults with ASD regarding the institutions that offer care to autistic people during adulthood. The study has also aimed to identify the educational trajectory, its positive aspects/challenges, under the outlook of their family members. The research methodology includes the provision of two questionnaires, subsequently analyzed under descriptive statistics and Collective Subject Discourse Methodology (CSD). In total, 67 parents/caregivers of adults with ASD, residents in 14 Brazilian states, were part of the study. The results reveal the exclusion experienced by these adults in their educational trajectories, since their childhood/adolescence, until their adulthood. Moreover, it is noted that most of them have been inserted only in special education institutions, with only eight reaching regular teaching institutions within adulthood. The reported challenges were related to inclusion, service quality and permanence in the educational institutions. As for positive aspects, the expansion of socialization and the gain of new skills have been highlighted. Ultimately, these family members showed their perspectives on characteristics institutions should have, in order to be considered suitable to care for people with ASD during adulthood, comprising individual and comprehensive care.

Stigma and knowledge about autism in Brazil: A psychometric and intervention study

“…This change is important since in the Brazilian version of the training, two autistic men and an autistic woman spoke in videos about autism in adulthood and in women. Knowledge about these topics has rarely been disseminated in the Brazilian context, with the exception of recent research initiatives (Olivati & Leite, 2019; Rosa et al, 2019). For example, Olivati and Leite (2019) interviewed six autistic students (one female and five male) from a public university in the state of São Paulo, to investigate accessibility, relationships, and suggestions for improvements in the university context.…”

Inclusão do autista na escola através da literatura infantojuvenil

“…Por ser a escola um ambiente referencial para o desenvolvimento de crianças e adolescentes, essa passa a ser vista como um ponto de apoio fundamental não somente para o aluno com o TEA, mas para toda a sua família. Desde os últimos anos do século XX, houve uma progressão em relação aos atos normativos educacionais, com diversas interpretações de conceitos em torno da inclusão do aluno com deficiência na educação formal (Rosa et al, 2019).…”

A reverberação das dificuldades interacionais do aluno com autismo no contexto escolar

“…Com a pessoa com autismo e suas dificuldades de comunicação, interação e as questões de comportamento não é diferente, pois muitas são as dificuldades em atender as necessidades desse público. Os estudos que apresentam o processo de escolarização da pessoa com autismo nos proporcionam uma reflexão dessas vivências, dialogando sobre suas limitações e as vantagens da inclusão dos mesmos em classes regulares de ensino (Talarico & Laplane, 2016;Rosa et al, 2019).…”