Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program

The aim of this study was to develop and validate an Individualized Educational Plan (IEP) model to be used by teachers who work with students with autism spectrum disorder (ASD). The study, designed as a collaborative action-research, had the participation of school administrators, teachers from th...

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Principais autores: Pereira, Débora Mara, Nunes, Débora Regina de Paula
Formato: Online
Idioma:por
eng
spa
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/33958
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record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
eng
spa
format Online
author Pereira, Débora Mara
Nunes, Débora Regina de Paula
spellingShingle Pereira, Débora Mara
Nunes, Débora Regina de Paula
Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program
author_facet Pereira, Débora Mara
Nunes, Débora Regina de Paula
author_sort Pereira, Débora Mara
title Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program
title_short Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program
title_full Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program
title_fullStr Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program
title_full_unstemmed Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program
title_sort elaboration and validation of an individualized education plan for students with autism: contributions from a teacher training program
description The aim of this study was to develop and validate an Individualized Educational Plan (IEP) model to be used by teachers who work with students with autism spectrum disorder (ASD). The study, designed as a collaborative action-research, had the participation of school administrators, teachers from the public school system of Rio Grande do Norte (RN) and researchers in the field of Special Education. Interview data conducted with the group of school administrators revealed the lack of an IEP model to be used in schools. The questionnaires answered by 23 teachers revealed lack of knowledge in the field of ASD. Based on these demands, a theoretical-practical course on the IEP was designed for the group of teachers. Then, the teachers and researchers collaboratively elaborated an IEP model to be inserted in an electronic platform. Finally, the instrument was validated by 5 external judges (researchers) and 13 internal judges (teachers that participated in the course). The proposed model served as the foundation for the IEP structure created by the educational management system of RN.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2024
url https://periodicos.ufrn.br/educacaoemquestao/article/view/33958
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spelling oai:periodicos.ufrn.br:article-339582024-02-15T13:14:24Z Elaboration and Validation of an Individualized Education Plan for Students with Autism: Contributions from a Teacher Training Program Elaboración y Validación de un Plan Educativo Individualizado para Alumnos con Autismo: Contribuciones de un Programa de Formación Docente Elaboração e validação de um Plano Educacional Individualizado para alunos com autismo: contribuições de um programa de formação docente Pereira, Débora Mara Nunes, Débora Regina de Paula Transtorno do Espectro do Autismo (TEA). Plano Educacional Individualizado (PEI) Validação Formação docente Autism Spectrum Disorder Individualized Education Plan Validation Teacher education Trastorno del Espectro Autista (TEA) Plan Educativo Individualizado (PEI) Validación Formación docente The aim of this study was to develop and validate an Individualized Educational Plan (IEP) model to be used by teachers who work with students with autism spectrum disorder (ASD). The study, designed as a collaborative action-research, had the participation of school administrators, teachers from the public school system of Rio Grande do Norte (RN) and researchers in the field of Special Education. Interview data conducted with the group of school administrators revealed the lack of an IEP model to be used in schools. The questionnaires answered by 23 teachers revealed lack of knowledge in the field of ASD. Based on these demands, a theoretical-practical course on the IEP was designed for the group of teachers. Then, the teachers and researchers collaboratively elaborated an IEP model to be inserted in an electronic platform. Finally, the instrument was validated by 5 external judges (researchers) and 13 internal judges (teachers that participated in the course). The proposed model served as the foundation for the IEP structure created by the educational management system of RN. El objetivo de este estudio fue elaborar y validar un modelo de Plan Educativo Individualizado (PEI) destinado a ser utilizado por profesores que trabajan con estudiantes con Trastorno del Espectro Autista (TEA). La investigación, delineada como un estudio de acción colaborativa, contó con la participación de directores, profesores de la red estatal de educación de Rio Grande do Norte (RN) e investigadores en el campo de la Educación Especial. Datos de una entrevista realizada al grupo de directivos, revelaron la falta de un modelo de PEI para ser utilizado en las escuelas. Los registros de cuestionarios respondidos por 23 docentes indicaron lagunas formativas en el campo del TEA. Basándose en las demandas evidenciadas, se delineó un curso teórico-práctico sobre el PEI para el grupo de docentes. Posteriormente, los profesores y los investigadores elaboraron en colaboración, un modelo de PEI que se insertaría en una plataforma electrónica. Finalmente, el instrumento fue validado por 5 jueces externos (investigadores) y 13 jueces internos (participantes del curso). El modelo propuesto sirvió como base para la estructura de PEI creada por el sistema de gestión educativa de RN. O objetivo do presente estudo foi elaborar e validar um modelo de Plano Educacional Individualizado (PEI) a ser utilizado por professores que atendem alunos com Transtorno do Espectro do Autismo (TEA). O trabalho, delineado como uma pesquisa-ação de cunho colaborativo, contou com a participação de gestores, professores da rede estadual de ensino do Rio Grande do Norte (RN) e pesquisadores do campo da Educação Especial. Dados de entrevista conduzida com o grupo de gestores revelaram a inexistência de um modelo de PEI a ser utilizado nas escolas. Registros dos questionários respondidos por 23 docentes indicaram lacunas formativas no campo do TEA. Com base nas demandas evidenciadas, foi delineado um curso teórico-prático sobre o PEI ao grupo de docentes. Em seguida, os professores e pesquisadores elaboraram, de forma colaborativa, um modelo de PEI a ser inserido em plataforma eletrônica. Por fim, o instrumento foi validado por 5 juízes externos (pesquisadores) e 13 juízes internos (cursistas). O modelo proposto serviu de alicerce para a estrutura de PEI criada pelo sistema de gestão educacional do RN. Portal de Periódicos Eletrônicos da UFRN 2024-02-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/33958 Journal Education in Question; Vol. 62 No. 71 (2024): jan./mar. 2024 Educación en Cuestión; Vol. 62 Núm. 71 (2024): jan./mar. 2024 Revista Educação em Questão; v. 62 n. 71 (2024): jan./mar. 2024 1981-1802 0102-7735 10.21680/1981-1802.2024v62n71 por eng spa https://periodicos.ufrn.br/educacaoemquestao/article/view/33958/18291 https://periodicos.ufrn.br/educacaoemquestao/article/view/33958/18292 https://periodicos.ufrn.br/educacaoemquestao/article/view/33958/18293 Copyright (c) 2024 Revista Educação em Questão http://creativecommons.org/licenses/by-nc-sa/4.0

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