Formação colaborativa de docentes em educação profissional e tecnológica inclusiva para o ensino de alunos com Transtorno do Espectro do Autismo (TEA)
Although students diagnosed with Autism Spectrum Disorder (ASD) are legally supported by protective measures to access Higher and Professional Education Institutions, studies on the customization of environments that favor their academic success are scarce. The adoption of customization procedure...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28251 |
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| Resumo: | Although students diagnosed with Autism Spectrum Disorder (ASD) are legally
supported by protective measures to access Higher and Professional Education
Institutions, studies on the customization of environments that favor their academic
success are scarce. The adoption of customization procedures also favors the
insertion and permanence of the egress student in the labor world. From this
perspective, teacher training is a major theme when it comes to evaluating the
effectiveness of teaching procedures addressed to the contingent of students with
disabilities – a group of which those diagnosed with ASD are. In this scenario, the
objective of this study was to evaluate the contributions of a collaborative consultancy
program for teacher training of the Federal Institute of Rio Grande do Norte (IFRN) on
the teaching process for students with ASD. The study, characterized as collaborative
action research, was divided in three phases: in the first phase, after consent of the
ethics committee, a survey of the knowledge and training demands of 49 teachers of
the Institution about ASD was carried out, as well as analyzed the perception of two
students with ASD about their own schooling process. In the second stage a training
course was performed, which was divided into two modules, for 37 professors.
Through interviews and surveys applied in the third study phase, knowledge gains and
changes in teaching practices were evaluated both from the point of view of teachers
and students. The results of this study indicate actions that favor social and educational
inclusion of students with ASD in Higher and Professional Educational Institution. |
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