Inclusão escolar do aluno com autismo: estudo de caso pela ótica da psicologia cognitiva
This article sought to investigate the school inclusion process of a student with autism, evaluate the potential of his cognitive profile and observe the daily life of the classroom in which he studies. The work consists of a case study, based on a semi-structured interview carried out with the teac...
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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/123456789/55756 |
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| Resumo: | This article sought to investigate the school inclusion process of a student with autism, evaluate the potential of his cognitive profile and observe the daily life of the classroom in which he studies. The work consists of a case study, based on a semi-structured interview carried out with the teacher, participant observation with the student, and the contribution of school management. Its theoretical basis was the concepts of Cognitive Psychology on the learning of individuals with disabilities presented by Feuerstein, Feuerstein and Falik (2014), such as mediation, mediated learning experience and components of the mental act. Some laws, such as nº 9,394/1996, nº 12,764/2012, nº 13,146/2015, the Constitution of the Federative Republic of Brazil (1988), and authors such as Mantoan (2003) and Freire and Lima (2021), among others, supported discussions on inclusive education. It is important to highlight that, among the daily challenges for effective inclusion, is the need for continuing education for teachers, education specialists and other employees. |
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