Biblioteca Digital de VanguardiaPrácticas inclusivas de alumnos con TEA: principales dificultades en la voz del profesor y mediador
Inclusive practices for students with ASD - Autistic Spectrum Disorder- are important in the daily life of the classroom, given the priority of students' learning, communication, and interaction, not just physical presence. However, the difficulties of the teacher and mediator regarding pedagog...
| Autores principales: | , , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2017
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| Materias: | |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10386 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65818 |
| Sumario: | Inclusive practices for students with ASD - Autistic Spectrum Disorder- are important in the daily life of the classroom, given the priority of students' learning, communication, and interaction, not just physical presence. However, the difficulties of the teacher and mediator regarding pedagogical practices present themselves as barriers to the process in these learning spaces without a didactic understanding of the teachers and it lack studies. Based on this problem, this research aims to investigate the difficulties faced by teachers and mediators in the classroom and to identify the most efficient pedagogical practices and interventions aimed at the learning process of autistic children. The bibliographic research helped us in the dialogue with the basic legislation LDB 9.294 / 96, Law 12.764 / 2012 and with the reports of the observations of the classrooms, as a proposal to perceive which practices have better results and their difficulties. We used interviews as a data collection instrument, with two teachers, a mediator and a pedagogical coordinator. The subjects interviewed revealed that despite using ABA (Applied Behavior Analysis) and PECS (Picture Exchange Communication System) as efficient pedagogical practices, they still feel many difficulties regarding the adaptation of activities (exercises, individual and collective work) and explanation of the syllabus, as well as the communication with the autistic students and the lack of continuous formations for the accomplishment of the inclusive practices in the school, being the latter decisive for the search of knowledge capable of provoking new discussions and new possibilities. |
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