A inclusão da criança com autismo nas séries iniciais do Ensino Fundamental
Carregando...
Tipo
Artigos
Classficação
Nível teórico
Data
2021
Autores
ORCID
Título do Períodico
Evidência: Olhares e Pesquisa em Saberes Educacionais
ISSN
2966-1412
Página(s)/e-location
55-69
Idioma(s)
pt
Fonte
Araxá, MG
17
18
17
18
Fonte
Resumo
Este estudo tem o intuito de analisar como a criança com diagnóstico ou hipótese diagnóstica do Transtorno do Espectro Autista está sendo inserida no contexto educacional, com foco nas séries iniciais do Ensino Fundamental. Por se tratar de um tema relativamente novo e com muitas nuances a serem desvendadas, muitos são os desafios e barreiras a serem vencidas dentro da sociedade contemporânea. Família, profissionais da saúde, equipe pedagógica e sociedade como um todo devem ser elos para que a inclusão seja um processo de fato significativo. A criança diagnosticada com TEA não se diferencia dos demais alunos das escolas regulares, são capazes de aprender e ganhar autonomia social, basta ganhar credibilidade e confiança para tal. O processo inclusivo vem quebrando paradigmas, pautado em um arcabouço legal e diante de uma demanda crescente em nossa sociedade. Os profissionais da área da educação encontram muitas dificuldades em lidar com uma criança com transtorno do espectro autista bem como com o relacionamento com suas famílias. A capacitação profissional é uma vertente importante para que as dificuldades sejam amenizadas, pois o conhecimento é fundamental para práticas significativas.
This study aims to analyze how the child with a diagnosis or diagnostic hypothesis of autism spectrum disorder is being inserted in the educational context, focusing on the initial grades of Elementary School. As it is a relatively new topic and with many nuances to be unveiled, there are many challenges and barriers to be overcome within contemporary society. Family, health professionals, pedagogical staff and society as a whole must be links for inclusion to be a truly meaningful process. The child diagnosed with ASD does not differ from other students in regular schools, they are able to learn and gain social autonomy, just gain credibility and confidence to do so. The inclusive process has been breaking paradigms, based on a legal framework and facing a growing demand in our society. Education professionals find it very difficult to deal with a child with autism spectrum disorder as well as with their relationship with their families. Professional training is an important aspect for the difficulties to be mitigated, as knowledge is essential for significant practices.
This study aims to analyze how the child with a diagnosis or diagnostic hypothesis of autism spectrum disorder is being inserted in the educational context, focusing on the initial grades of Elementary School. As it is a relatively new topic and with many nuances to be unveiled, there are many challenges and barriers to be overcome within contemporary society. Family, health professionals, pedagogical staff and society as a whole must be links for inclusion to be a truly meaningful process. The child diagnosed with ASD does not differ from other students in regular schools, they are able to learn and gain social autonomy, just gain credibility and confidence to do so. The inclusive process has been breaking paradigms, based on a legal framework and facing a growing demand in our society. Education professionals find it very difficult to deal with a child with autism spectrum disorder as well as with their relationship with their families. Professional training is an important aspect for the difficulties to be mitigated, as knowledge is essential for significant practices.
Descrição
Palavras-chave
Autismo, Inclusão, Educação, Autism, Inclusion, Education
Citação
MOREIRA, Andreia Beatriz. A inclusão da criança com autismo nas
séries iniciais do Ensino Fundamental. Evidência: Olhares e Pesquisa em Saberes Educacionais, p. 55-69. 2021. Disponível em: https://ojs.uniaraxa.edu.br/index.php/evidencia/article/view/712/679. Acesso em: 2024-07-17