Type
article
Creator
Publisher
Identifier
MARTINS, Ernesto (2014) - Inclusão de crianças com autismo : daquela sala…de mim para mim numa unidade de ensino estruturado. Quaestio : Revista de Estudos em Educação. ISSN 2177-5796. Vol. 16, nº 1, p. 87-103.
2177-5796
Title
Inclusão de crianças com autismo : daquela sala…de mim para mim numa unidade de ensino estruturado
Inclusion of children with autism : from that that room…from me to me in a structured educational unit
Inclusion of children with autism : from that that room…from me to me in a structured educational unit
Subject
Escola inclusiva
Educação especial
Unidades de ensino estruturado
Professor ensino regular
Autismo
Inclusive school
Special education
Structured teaching units
Regular education teacher
Autism
Educação especial
Unidades de ensino estruturado
Professor ensino regular
Autismo
Inclusive school
Special education
Structured teaching units
Regular education teacher
Autism
Date
2014-09-22T15:52:33Z
2014-09-22T15:52:33Z
2014
2014-09-22T15:52:33Z
2014
Description
Sabemos que a escola inclusiva pretende desenvolver uma pedagogia centrada em todas as crianças, de modo a educá-las com sucesso. É neste âmbito da educação inclusiva e educação especial relacionadas com alunos autistas que este estudo descritivo trata. Obtivemos informações, por um lado, dos professores (n=16) das Unidades de Ensino Estruturado e professores de turma, de três Agrupamentos de Escola da região centro de Portugal, sobre a utilidade dessas Unidades (entrevistas semiestruturadas) e, por outro lado, as opiniões (questionário) aos pais/encarregados de educação (n=8) dos alunos autistas em estudo, cruzando esses dados (triangulação) com a observação documental, natural (grelhas de registo) e participante realizada aos 8 alunos autistas em estudo sobre o seu desenvolvimento de competências básicas, comunicação e de interação social. Os resultados confirmam a valorização muito positiva dessas unidades de ensino nas escolas e o modo como intervêm os professores desse ensino estruturado.
Abstract: We know that the inclusive school aims to develop a pedagogy focused on all children, in order to educate them successfully. It is in this context of inclusive educational and especial education related to autistic children that this is descriptive. We obtained information on the one hand, teachers (n = 16) of structured teaching units and class teachers, three groups of School of the central part of Portugal, about the usefulness of these units (semi-structured interviews) and, on the other hand the opinions (questionnaire) to parents/charge of education (n = 8) of autistic students in study, crossing this data (triangulation) with documentary observation, natural (grids of registration) and participant held to 8 autistic students in study on the development of basic skills, communication and social interaction. The results confirm the positive valuation of these units in schools and how involved teachers of structured teaching.
Abstract: We know that the inclusive school aims to develop a pedagogy focused on all children, in order to educate them successfully. It is in this context of inclusive educational and especial education related to autistic children that this is descriptive. We obtained information on the one hand, teachers (n = 16) of structured teaching units and class teachers, three groups of School of the central part of Portugal, about the usefulness of these units (semi-structured interviews) and, on the other hand the opinions (questionnaire) to parents/charge of education (n = 8) of autistic students in study, crossing this data (triangulation) with documentary observation, natural (grids of registration) and participant held to 8 autistic students in study on the development of basic skills, communication and social interaction. The results confirm the positive valuation of these units in schools and how involved teachers of structured teaching.
Access restrictions
openAccess
Language
por
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