Personal variables of teachers for the attendance of students with global developmental disorder

Authors

  • Olga Maria Piazentin Rolim Rodrigues Universidade Estadual Paulista Julio de Mesquita Filho (UNESP), Bauru, São Paulo
  • Vera Lúcia Messias Fialho Capellini Universidade Estadual Paulista Julio de Mesquita Filho (UNESP), Bauru, São Paulo
  • Ana Paula Pacheco Moraes Maturana Universidade Estadual Paulista Julio de Mesquita Filho (UNESP), Bauru, São Paulo

DOI:

https://doi.org/10.5902/1984686X28425

Keywords:

Autism spectrum disorder, Teacher training, Beliefs

Abstract

The study aimed to describe beliefs and knowledge about ASD (Autism Spectrum Disorder) of different categories of education professionals, their experience with this population and previous training in the area. 82 education professionals, beginning in a specialization course on ASD, 19 Special Education teachers, 22 teachers of Early Childhood Education, 23 teachers of specific areas, 12 professionals with administrative positions and six without informed position participated. Of these, six were male. Before the course began, participants answered questions regarding to knowledge about ASD and previous experiences with this population in narrative form that were transcribed, categorized and analyzed considering the general sample and subgroups. The results showed that there is little knowledge of the professionals about TGD. Positive and negative beliefs related to the inclusion of this population in the regular system of education were identified. Regarding previous or current experience with this population, the highest frequency was found among teachers of Special Education and Elementary Education. Special Education teachers reported the difficulty of inclusion as a negative point of work and teachers of specific areas the precariousness of the services offered to them. However, the latter category reported more favorable expectations regarding the course. Considering the current legislation on inclusion, in wich the students with ASD are contemplated, it is important that professionals from all segments of Education are minimally prepared to receive them and offer a high quality education, promoting their inclusion and development.

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Published

2017-11-07

How to Cite

Rodrigues, O. M. P. R., Capellini, V. L. M. F., & Maturana, A. P. P. M. (2017). Personal variables of teachers for the attendance of students with global developmental disorder. Special Education Magazine, 30(59), 681–696. https://doi.org/10.5902/1984686X28425

Issue

Revista Educação Especial, v. 30, n. 59, set./dez. 2017

Section

Dossiê: Variáveis pessoais do professor e sua formação para a educação inclusiva

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).

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