A criança com transtorno do espectro autista (TEA) e o professor: uma proposta de intervenção baseada na experiência de aprendizagem mediada (EAM)
The presence of students with Autism Spectrum Disorder (ASD) in regular schools has increased and with it, the need to develop interventional strategies that enhance their learning. One of the tools that can facilitate this process is Mediated Learning, defined as an interaction style where the t...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/20038 |
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| Resumo: | The presence of students with Autism Spectrum Disorder (ASD) in regular
schools has increased and with it, the need to develop interventional strategies
that enhance their learning. One of the tools that can facilitate this process is
Mediated Learning, defined as an interaction style where the teacher selects,
modifies, enhances, and interprets environmental stimuli in order to promote
student learning. In recent years several studies have used the Mediated
Learning Experience Scale (MLE; Lidz, 1991) as a tool to assess the mediator
behavior. These studies have suggested that the EAM Scale can provide
important guidelines for planning educational interventions, particularly those
involving students with special needs. In order to extend these findings, this
study aimed to evaluate the effects of an intervention based on the Mediated
Learning Experience on social / academic skills of a child with ASD, enrolled in
the 4th grade of a regular elementary school. This collaborative study was held
in the city of Parnamirim, state of Rio Grande do Norte, in 2014. A 9-year old
boy with ASD and his teacher participated in the study. The research used a
quasi-experimental A-B design (baseline and treatment) to evaluate the
teacher's behavior. Qualitative procedures were also used to analyze the
dyad´s responses. Teacher and student behaviors were observed in three
school routines during baseline. Based on the results of this phase, a training
program was designed for the teacher. Dyad behavior was analyzed again after
training in the same routines. The results of this phase showed qualitative and
quantitative changes in levels of teacher mediation. Additionally, data indicated
that the child enhanced his social and academic skills during the intervention. |
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