Mapeamento do alunado com Transtorno do Espectro Autista (TEA) na rede municipal de ensino de Embu das Artes/SP: perfil clínico e escolar
Tipo
Tese
Data de publicação
2019-02-28
Periódico
Citações (Scopus)
Autores
Araujo, Catherine Oliveira de
Orientador
D'Antino, Maria Eloisa Famá
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Sanches Junior, Moisés Lopes
Mello, Cláudia Berlim de
Macedo, Elizeu Coutinho de
Carreiro, Luiz Renato Rodrigues
Mello, Cláudia Berlim de
Macedo, Elizeu Coutinho de
Carreiro, Luiz Renato Rodrigues
Programa
Distúrbios do Desenvolvimento
Resumo
Esta pesquisa é resultado das primeiras ações decorrentes de convênio firmado entre a
Universidade Presbiteriana Mackenzie (UPM) – Programa de Pós-graduação em Distúrbios do
Desenvolvimento e o município de Embu das Artes/SP. A pesquisa teve como objetivos:
descrever a e analisar documentos sobre a política de Educação Especial inclusiva do
Município, o perfil clinico e a funcionalidade de 102 alunos com Transtorno do Espectro
Autista (TEA) matriculados, em outubro de 2017, na Educação Infantil, Ensino Fundamental e
escola especializada do Município; conhecer e analisar o perfil profissional das 23 professoras
que atuam nas Salas de Atendimento Educacional Especializado (SAED). A abordagem
metodológica da pesquisa é quantitativa-qualitativa, tendo-se utilizado os seguintes
instrumentos: Protocolo de Avaliação de Escolares com Deficiência Intelectual (PAEDI);
Protocolo Clínico para qualificar o diagnóstico de TEA, segundo os especificadores do DSM-
5; Questionário da Associação Brasileira de Empresas de Pesquisa (ABEP). Para aplicação dos
instrumentos, entre 2017 e 2018, foram realizadas 17 visitas em escolas/polos. Dentre os
resultados da investigação, destacamos a existência de híbrido modelo de Educação Especial
no Município – segregado & inclusivo; 9 das 23 professoras da SAED não são especialistas em
Educação Especial; o Plano Municipal de Educação (PME) tem como uma de suas estratégias
a organização de um currículo especializado para o Município. A funcionalidade dos alunos
apresentou-se comprometida, mas com ampla variação no desempenho, com piores pontuações
das crianças da Educação Infantil; há hiatos importantes entre a linguagem receptiva e
expressiva dos alunos. Quanto ao perfil clínico, as características gerais seguem às de amostras
similares: proporção de 4:1 entre meninos e meninas; a maioria com comprometimento
grave, segundo os especificadores do DSM-5. Ressalta-se a relativa precocidade em que foi
estabelecido o diagnóstico, entre 3 e 4 anos de idade, sendo que a maioria dos casos pelo sistema
de saúde do próprio Município. Como conclusão do estudo assinalamos importante
comprometimento clínico e da funcionalidade dos alunos com TEA. A articulação mais efetiva
entre as ações dos professores do ensino regular e da SAED, e da equipe da área da saúde e da
educação do Município, deverá contribuir para melhor qualificação das intervenções inclusivas
junto ao aluno com TEA.
This research is the result of the first actions resulting from an agreement signed between - Mackenzie Presbyterian University (UPM) - Postgraduate Program in Developmental Disorders and the city of Embu das Artes / SP - Brazil. The objective of the research was to describe and analyze documents about the Inclusive Special Education policy of the Municipality, the clinical profile and the functionality of 102 students with Autism Spectrum Disorder (ASD) enrolled in October 2017 in Early Childhood Education, Primary Education and specialized schools of the Municipality; and to know and analyze the professional profile of the 23 teachers who work in the Specialized Educational Assistance Classrooms (SAED). The methodological approach of the research is quantitative-qualitative, using the following instruments: Protocol of Evaluation of Students with Intellectual Disability (PAEDI); Clinical Protocol to qualify the diagnosis of ASD according to the DSM-5 specifiers; Questionnaire of the Brazilian Association of Research Companies (ABEP). Considering the applied instruments, in 2017 and 2018, 17 visits were made in schools/branches. Among the results of the research, we highlight the existence of hybrid model of Special Education in the Municipality - segregated & inclusive; nine of the 23 SAED teachers are not specialists in Special Education; the Municipal Education Plan (PME) has as one of its strategies the organization of a specialized curriculum for the Municipality. The functionality of the students was compromised, but with a wide variation in performance, with worse scores of children in Early Childhood Education; there are important gaps between the receptive and expressive language of the students. Regarding the clinical profile, the general characteristics follow those of similar samples: a ratio of 4: 1 between boys and girls; the majority with severe impairment, according to DSM-5 specifiers. The relative precocity in which the diagnosis was established, between 3 and 4 years old, is highlighted, being the majority of the cases by the health system of the Municipality itself. As conclusion of the study we pointed out important clinical and functional impairment of students with ASD. The most effective articulation between the actions of regular teachers and SAED, and the health and education boards of the Municipality should contribute to a better qualification of the inclusive interventions with ASD students.
This research is the result of the first actions resulting from an agreement signed between - Mackenzie Presbyterian University (UPM) - Postgraduate Program in Developmental Disorders and the city of Embu das Artes / SP - Brazil. The objective of the research was to describe and analyze documents about the Inclusive Special Education policy of the Municipality, the clinical profile and the functionality of 102 students with Autism Spectrum Disorder (ASD) enrolled in October 2017 in Early Childhood Education, Primary Education and specialized schools of the Municipality; and to know and analyze the professional profile of the 23 teachers who work in the Specialized Educational Assistance Classrooms (SAED). The methodological approach of the research is quantitative-qualitative, using the following instruments: Protocol of Evaluation of Students with Intellectual Disability (PAEDI); Clinical Protocol to qualify the diagnosis of ASD according to the DSM-5 specifiers; Questionnaire of the Brazilian Association of Research Companies (ABEP). Considering the applied instruments, in 2017 and 2018, 17 visits were made in schools/branches. Among the results of the research, we highlight the existence of hybrid model of Special Education in the Municipality - segregated & inclusive; nine of the 23 SAED teachers are not specialists in Special Education; the Municipal Education Plan (PME) has as one of its strategies the organization of a specialized curriculum for the Municipality. The functionality of the students was compromised, but with a wide variation in performance, with worse scores of children in Early Childhood Education; there are important gaps between the receptive and expressive language of the students. Regarding the clinical profile, the general characteristics follow those of similar samples: a ratio of 4: 1 between boys and girls; the majority with severe impairment, according to DSM-5 specifiers. The relative precocity in which the diagnosis was established, between 3 and 4 years old, is highlighted, being the majority of the cases by the health system of the Municipality itself. As conclusion of the study we pointed out important clinical and functional impairment of students with ASD. The most effective articulation between the actions of regular teachers and SAED, and the health and education boards of the Municipality should contribute to a better qualification of the inclusive interventions with ASD students.
Descrição
Palavras-chave
Transtorno do Espectro Autista (TEA) , perfil de funcionalidade e clínico , inclusão escolar , rede municipal de ensino
Assuntos Scopus
Citação
ARAUJO, Catherine Oliveira de. Mapeamento do alunado com Transtorno do Espectro Autista (TEA) na rede municipal de ensino de Embu das Artes/SP: perfil clínico e escolar. 2019. 223 f. Tese (Doutorado em Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.