Attitude and inclusion pegagogical practice for the student winth autism
DOI:
https://doi.org/10.5902/1984686X28701Keywords:
Autism Spectrum Disorder, Inclusion, SchoolAbstract
The Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises the student school achievement and adaptive functioning in social and family settings. The objectives of the study were to verify knowledge about ASD, attitudes and pedagogical practices among students with the disorder. This Study had transversal and descriptive design with participation of 217 teachers in the basic education of a public network. The data collection instrument was a questionnaire that investigated knowledge about TEA, attitudes and pedagogical practices of the teachers in the classroom. Descriptive analyzes of frequency and percentage were conducted. The results indicated that 84.8% of professionals recognized correctly the presence of factors associated with deficits in social interaction, behavior and communication, however 30% made errors in the compression of etiological factors. Considering the opinion of the 102 (47%) teachers participating in the study who had had students with ASD, it was found that 70.56% of them agreed with practically all the educational and pedagogical actions of the Universal Learning Design. However, the implementation of these techniques in practice could not reach the same level, since these actions were used on average by 56.87% of teachers. The study enabled, from the teachers' report, to map integrally essential aspects that should be part of accommodation and/or curricular adaptations for students with ASD.Downloads
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