Autismo e inclusão: desafios e possibilidades a partir das contribuições da Neuroeducação
This work is dedicated to conducting an action research regarding the inclusion process of a student with Autism Spectrum Disorder (ASD), in a public school in the city of Caicó / RN, around the educational context of Special education. Thus, the general objective was to identify and analyze the mai...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/37757 |
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| Resumo: | This work is dedicated to conducting an action research regarding the inclusion process of a student with Autism Spectrum Disorder (ASD), in a public school in the city of Caicó / RN, around the educational context of Special education. Thus, the general objective was to identify and analyze the main difficulties evidenced in the process of inclusion of the student Antônio, as well as the institution's stance in the face of these difficulties. As specific objectives, we sought to analyze their moments of crisis through instruments developed by the advisor of this work, in order to know the factors that generate the crises; develop an intervention plan based on these analyzes and carry it out, aiming to remove the student from the point of inertia of learning in which he was. In addition, it had the specific objective of stimulating the area of communication with the student, since it was found in the analyzes, that this is one of the main obstacles to their learning. The reflections were based on a bibliographic framework for foundation in Silva (2012), Feuerstein; Feuerstein; Falik (2014), Cunha (2015), Júnior; Kuczynski (2007), Vygotsky (1989), among others. The reflections stimulated here highlight the substantial importance of two biases within the school for inclusion to be effective as a tool for the integral development of students with ASD: theoretical knowledge understood through pedagogical practices that stimulate the student's committed areas, as well as the position of mediator adopted by the teacher in the search for new interventions and tireless methods of instigating the student to his maximum possibilities of pedagogical, behavioral and social evolution. To this end, continued training, favorable environments and socializing actions with the entire staff of the educational institution are instruments that can corroborate the advancement of new means of intervention and the evolution of students with ASD in the public school system. With the development of the research, the student progressed through the intervention and inclusion of a new means of communication for his daily school life, favoring a behavior more favorable to the development of other pedagogical methodologies. |
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