Formação do professor para inclusão escolar de alunos com transtorno do espectro autista e seus efeitos na prática docente

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dc.contributor.advisorCarreiro, Luiz Renato Rodrigues
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/0203967709311323por
dc.contributor.authorFrade, Paula Nascimento
dc.creator.Latteshttp://lattes.cnpq.br/7687914490521155por
dc.date.accessioned2018-10-17T18:23:03Z
dc.date.accessioned2020-03-19T15:20:38Z
dc.date.available2020-03-19T15:20:38Z
dc.date.issued2018-08-09
dc.description.abstractIn recent years, Inclusive Education has gained a prominent role in teacher education, but there is still a need to expand professional qualification to meet the specificities of school inclusion. Thus, it is possible to notice that the current teacher training, to meet the demands of inclusion, needs to be reviewed. The present research aimed to evaluate the impact of a training action program, on pedagogical practices in inclusion, related to autism spectrum disorder (ASD) for a primary school teacher. The research was carried out, based on a case study, in a municipal school, in São Paulo, in a 5th grade class, that had a student diagnosed with ASD. The work was carried out in four phases. In fase one, an identification questionnaire was used. In fase two, a guidance script for the semi-structured interview with the teacher took place, together with a free observation of the classes, to analyze the teaching practice with the student in inclusion condition. The third phase included a training action program for the teacher, about ASD inclusion. The fourth and last phase included an interview and observation of the post-training classes. The data were qualitatively analyzed, based on the four phases of the study. The analyzes consisted of an interview with the teacher, to get a deeper understanding about her knowledge of the inclusion of ASD students. We also analyzed the classes observations of the pre and post-action training program, post-training interview with the teacher in order to know if there were changes regarding their understanding and pedagogical practice regarding the inclusion of ASDs. The results showed that, according to the observations, made prior to the training program, neither the pedagogical practice of the teacher, nor the interaction of the student with the colleagues was compatible with his needs and there were no activities adapted for him. During the training program, the teacher could rethink her practice and was able to resignify her classes, making proposals that included the student academically and socially. In conclusion, the training program offered to the teacher, proved to be viable (executable) and effective, regarding to the school inclusion of the student with ASD.eng
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorpor
dc.formatapplication/pdf*
dc.identifier.citationFRADE, Paula Nascimento. Formação do professor para inclusão escolar de alunos com transtorno do espectro autista e seus efeitos na prática docente. 2018. 105 f. Dissertação (Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/22751
dc.keywordsinclusive educationeng
dc.keywordsteacher trainingeng
dc.keywordspedagogical practiceeng
dc.keywordsASDeng
dc.keywordsautismoeng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjecteducação inclusivapor
dc.subjectformação de professorespor
dc.subjectprática pedagógicapor
dc.subjecttranstorno do espectro autista (TEA)por
dc.subjectautismopor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/17310/Paula%20Nascimento%20Frade.pdf.jpg*
dc.titleFormação do professor para inclusão escolar de alunos com transtorno do espectro autista e seus efeitos na prática docentepor
dc.typeDissertaçãopor
local.contributor.board1Araújo, Marcos Vinícius de
local.contributor.board1Latteshttp://lattes.cnpq.br/1336428563929351por
local.contributor.board2Martins, Edna
local.contributor.board2Latteshttp://lattes.cnpq.br/1795407379797629por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Ciências Biológicas e da Saúde (CCBS)por
local.publisher.initialsUPMpor
local.publisher.programDistúrbios do Desenvolvimentopor
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