Biblioteca Digital de VanguardiaThe teaching-learning process of a student with autism: a case study in an inclusive school
The concern about inclusive education has grown simultaneously with the increased presence of students with disabilities in regular schools. Following an international trend, the Brazilian government legislated for inclusive education, assuring the right of enrolling students with disabilities in re...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Faculdade de Filosofia e Ciências
2018
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| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7932 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72893 |
| _version_ | 1782339482985431040 |
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| author | SILVA, Charles Lima FACIOLA, Rosana Assef PEREIRA, Rosamaria Reo |
| author_facet | SILVA, Charles Lima FACIOLA, Rosana Assef PEREIRA, Rosamaria Reo |
| author_sort | SILVA, Charles Lima |
| collection | Repositorio |
| description | The concern about inclusive education has grown simultaneously with the increased presence of students with disabilities in regular schools. Following an international trend, the Brazilian government legislated for inclusive education, assuring the right of enrolling students with disabilities in regular schools. Among the great number of students with disabilities present in classrooms there are the ones with autism. People with autism usually show problems in language acquisition, oral production and socialization. Therefore, this study aims to investigate how the teaching-learning process in English classes occurs to autistic students. Thus, it is intended to ascertain the role of the teacher to actualize the process of inclusion, the challenges that arise from it, and which strategies are used to help the students overcome their limitations. This is a qualitative, exploratory and descriptive research, in the form of a case study. The data was collected through a semi-structured interview with an English teacher and through unstructured observations. The data was analyzed qualitatively from the content analysis technique and the results are presented in four thematic axes. The results show that, although the English teacher does not have adequate training, she finds support with the student’s family and the specialists in inclusive education in the school. As for the strategies used, they seemed to be effective due to the student’s response and production. It is expected that the findings may contribute to the understanding of the issue addressed, and the strategies cited may help English teachers to improve their pedagogical practices. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO72893 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2018 |
| publisher | Faculdade de Filosofia e Ciências |
| record_format | greenstone |
| spelling | clacso-CLACSO728932022-03-21T17:58:53Z The teaching-learning process of a student with autism: a case study in an inclusive school O processo de ensino-aprendizagem em língua inglesa de um aluno com autismo: um estudo de caso em uma escola inclusiva SILVA, Charles Lima FACIOLA, Rosana Assef PEREIRA, Rosamaria Reo Educação Inclusiva Autismo. Ensino de Segunda Língua Inclusive Education Autism Second Language Teaching The concern about inclusive education has grown simultaneously with the increased presence of students with disabilities in regular schools. Following an international trend, the Brazilian government legislated for inclusive education, assuring the right of enrolling students with disabilities in regular schools. Among the great number of students with disabilities present in classrooms there are the ones with autism. People with autism usually show problems in language acquisition, oral production and socialization. Therefore, this study aims to investigate how the teaching-learning process in English classes occurs to autistic students. Thus, it is intended to ascertain the role of the teacher to actualize the process of inclusion, the challenges that arise from it, and which strategies are used to help the students overcome their limitations. This is a qualitative, exploratory and descriptive research, in the form of a case study. The data was collected through a semi-structured interview with an English teacher and through unstructured observations. The data was analyzed qualitatively from the content analysis technique and the results are presented in four thematic axes. The results show that, although the English teacher does not have adequate training, she finds support with the student’s family and the specialists in inclusive education in the school. As for the strategies used, they seemed to be effective due to the student’s response and production. It is expected that the findings may contribute to the understanding of the issue addressed, and the strategies cited may help English teachers to improve their pedagogical practices. A preocupação referente à educação inclusiva cresceu paralelamente ao aumento da presença de alunos com deficiência nas escolas regulares. O Brasil, seguindo a tendência internacional, vem legislando em defesa de um ensino inclusivo de qualidade, assegurando o direito de matrícula destes alunos. Dentre as várias especificidades presentes em salas, encontram-se os alunos com autismo. Autistas, no geral, apresentam problemas na aquisição de linguagem, na produção oral e na socialização. Logo, este estudo possui como objetivo investigar como o processo de ensino-aprendizagem em língua inglesa ocorre com autistas. Assim, pretende-se conhecer o papel do professor neste processo, quais os desafios que surgem a partir disso, e quais estratégias utilizadas para ajudar o aluno a aprender. Esta é uma pesquisa qualitativa, de natureza exploratória e descritiva que foi realizada na forma de um estudo de caso. Os dados foram coletados a partir de uma entrevista semiestruturada com uma professora e observações de aulas. Os dados foram analisados qualitativamente a partir de análise de conteúdo e os resultados estão apresentados em eixos temáticos. Os resultados obtidos demonstram que, apesar da professora não possuir formação adequada para ensinar este público, esta encontra suporte com a família do aluno e com a escola. Quanto às estratégias utilizadas, as mesmas pareceram eficazes devido à resposta do aluno e sua produção. Espera-se que os achados desta pesquisa possam contribuir para o entendimento da questão abordada, e as estratégias aqui citadas possam ajudar professores de língua inglesa a melhorar suas práticas pedagógicas. 2018-12-21 2022-03-21T17:58:53Z 2022-03-21T17:58:53Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7932 10.36311/2358-8845.2018.v5n2.04.p43 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72893 por https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7932/5664 Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL application/pdf Faculdade de Filosofia e Ciências REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL; v. 5 n. 2 (2018); 43-58 2358-8845 |
| spellingShingle | Educação Inclusiva Autismo. Ensino de Segunda Língua Inclusive Education Autism Second Language Teaching SILVA, Charles Lima FACIOLA, Rosana Assef PEREIRA, Rosamaria Reo The teaching-learning process of a student with autism: a case study in an inclusive school |
| title | The teaching-learning process of a student with autism: a case study in an inclusive school |
| title_full | The teaching-learning process of a student with autism: a case study in an inclusive school |
| title_fullStr | The teaching-learning process of a student with autism: a case study in an inclusive school |
| title_full_unstemmed | The teaching-learning process of a student with autism: a case study in an inclusive school |
| title_short | The teaching-learning process of a student with autism: a case study in an inclusive school |
| title_sort | teaching-learning process of a student with autism: a case study in an inclusive school |
| topic | Educação Inclusiva Autismo. Ensino de Segunda Língua Inclusive Education Autism Second Language Teaching |
| url | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7932 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/72893 |