Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-09T13:15:48Z No. of bitstreams: 1 MARCIA DORALINA ALVES_.pdf: 1023894 bytes, checksum: e1290c63858a31765d7d01bf11e1e009 (MD5) / Made available in DSpace on 2015-10-09T13:15:48Z (GMT). No. of bitstreams: 1 MARCIA DORALINA ALVES_.pdf: 1023894 bytes, checksum: e1290c63858a31765d7d01bf11e1e009 (MD5) Previous issue date: 2015-04-25 / Nenhuma / Este estudo apresenta o resultado de uma investigação sobre a escolarização de alunos com autismo, tendo em vista as condições de possibilidade sob as quais essa escolarização tomou forma e se articulou como um imperativo pós-políticas públicas de inclusão. Partiu-se inicialmente, de um estudo sobre as narrativas produzidas pelos discursos clínicos sobre esses sujeitos, na tentativa de apontar para um entendimento sobre esse saber médico que foi se consolidando ao longo da história das civilizações. Realizou-se também um deslocamento histórico sobre as origens da escola, o que possibilitou compreender como o sujeito com autismo foi sendo constituído, inicialmente, a partir de aparatos sociais para o seu isolamento no final do século XIX (asilos, hospitais psiquiátricos) até a sua inclusão em escolas regulares no século XXI. Partindo desse cenário de universalização da educação é que apresento algumas problematizações sobre como vem se efetivando a escolarização de alunos com autismo na escola regular. Para tal, busco investigar esse processo, a fim de compreender de que modo as práticas pedagógicas direcionadas a esses alunos se instauram como regimes de verdade. Para tanto, optou-se por analisar entrevistas realizadas com profissionais da sala de aula regular e do Atendimento Educacional Especializado (AEE), ambos os professores de alunos com autismo. A fim de potencializar o estudo, buscou-se um cruzamento dessas entrevistas com os pareceres pedagógicos emitidos por esses professores. Acrescentou-se também ao estudo as conclusões de três pesquisas produzidas nos programas de pós-graduação brasileiros no período de 2008-2011, que tratam da escolarização de alunos com autismo. Como lentes teóricas desenvolveu-se um cuidadoso estudo a partir das proposições de Michel Foucault naquilo que foi possível apropriar-se, realizando um diálogo com a Educação. A pesquisa detectou que a socialização de alunos com autismo é a principal dimensão trabalhada pelos professores e que o fato desses alunos “não realizarem as atividades como os demais”, faz com que o professor busque, na maioria das vezes, um diagnóstico que reitere esse posicionamento, sinalizando para um aluno com poucas condições de aprendizagem dos conteúdos pedagógicos. Veremos que a escola é resultado de uma construção histórica que nasceu na Modernidade e que apesar de um discurso inclusivo, apresenta-se na contemporaneidade com lacunas para trabalhar com alunos com autismo, firmando-se como um espaço que exclui aqueles tidos como “anormais”. / This study presents the results of an investigation into the education of students with autism, given the possible conditions under which such schooling took shape and was articulated as an imperative public post- inclusion policies. Born first from a study of the narratives produced by clinical discourses on these subjects in an attempt to point to an understanding of this medical knowledge that has been consolidating over the history of civilization. Also held a historic shift on the origins of the school , allowing to understand how individuals with autism was constituted initially from social apparatuses for their isolation in the late nineteenth century (nursing homes, psychiatric hospitals) to their inclusion in regular schools in the XXI century. Based on this universalization scenario of education is to present some problems about the effecting the education of students with autism in regular school. To this end, I seek to investigate this process in order to understand how the pedagogical practices directed at these students are established as true regimes. So, we decided to analyze interviews with professionals in the regular classroom and specialized educational services (ESA), both teachers of students with autism. In order to enhance the study, we sought an intersection of these interviews with pedagogical advice given by these teachers. Also added to the study, findings from three researches produced in Brazilian graduate programs in the period 2008-2011, dealing with the education of students with autism. As theoretical lenses developed from a careful study of the propositions of Michel Foucault on what was possible to appropriate, conducting a dialogue with Education. The survey found that the socialization of students with autism is the main dimension crafted by teachers and the fact that these students "do not perform activities like other students" causes the teacher to seek, in most cases , a diagnosis that reiterates this positioning , signaling for a student with poor conditions for learning the course content . We will see that the school is the result of a historical construction that was born in Modernity and despite an inclusive discourse, presents the contemporary with gaps to work with students with autism, establishing itself as a space that excludes those considered abnormal.

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The Individualized Education Program (IEP) is intended to serve as a planning tool to ensure that school teams provide students with disabilities a free and appropriate public education (FAPE) (Blackwell & Rosetti, 2014). An essential step in the IEP process includes the development of meaningful and measurable IEP goals based on students’ present levels of performance and specific areas of need (Christle & Yell, 2010). Despite the significant role that the IEP plays in meeting legal requirements of the IDEA, research has shown that the quality of IEPs for students with disabilities is generally low (Blackwell & Rosetti, 2014; Rakap, 2015), especially for students with autism (Etscheid, 2003). Research evaluating IEP quality for students with autism revealed that many IEPs failed to include goals and objectives that addressed students’ deficits in social communication or social interactions (Ruble, McGrew, Dalrymple, & Jung, 2010) despite explicit recommendations for best practices (NRC, 2001). The purpose of this study was to train pre-service teachers to use results from a curriculum-based assessment to write quality IEP goals and objectives for students with autism. The study used a randomized group design in which undergraduate students (N = 32) enrolled in an introductory special education course were randomly assigned to a training group. Participants assigned to the Captivate Group (n = 16) participated in a series of interactive eLearning modules in which there were opportunities for the learners to respond to questions and engage in various learning interactions. The training provided to participants in the Video Group (n = 16) served as a treatment-as-usual condition in which participants viewed video recordings of the eLearning modules, but did not have opportunities to engage in any learning interactions. A two-way mixed analysis of variance was conducted to examine within group differences from pre- to post- test and between group differences based on the method of eLearning training received. Additional analyses were conducted in order to compare the quality of goals and objectives written for academic skills and goals targeting communication skills. Results indicated significant improvement for both groups on the quality of written goal and objectives from pre- to post-test . Although the Captivate Group performed slightly better on the post-test, there was no significant effect for training received. Additional analyses examining group outcomes on specific quality indicators revealed some noteworthy differences between groups. The data also confirmed statistically significant differences between participants’ total academic scores and total communication scores at pre-test, meaning that goals and objectives written for academic skills met more quality indicators compared to goals and objectives written for communication skills. A second paired samples t-test on participants’ post-test totals showed significant differences in quality for the Video Group, but not the Captivate Group. / Special Education

Methods for Teaching Students with Autism Spectrum Disorders is the most comprehensive text available, aimed at helping pre-service and in-service teachers and related service professionals understand the importance of evidence-based practices in the education of learners with Autism Spectrum Disorders (ASD) from a family and longitudinal learning perspective. With its emphasis on the theme of family and professional partnerships and collaboration and consultation, the book includes learning aids such as suggested print and web-based resources, graphic organizers, and points for reflection; child and family vignettes, “Consider This” features, and examples of exemplary programs and practices; and the most up-to-date information and latest trends in the field. / https://dc.etsu.edu/etsu_books/1122/thumbnail.jpg