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Previous issue date: 2014-02-06 / Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child?s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student?s participation in academic and functional tasks after the intervention program / Diante do paradigma da Educa??o Inclusiva, a presen?a de alunos com transtorno do espectro do autismo no ensino regular tem se tornado mais expressiva nos ?ltimos anos. Estudos t?m revelado, no entanto, uma deficit?ria participa??o acad?mica desses educandos na sala de aula comum. Dentre os fatores que contribuem para esse fen?meno destacam-se a prec?ria forma??o docente e a escassez de estrat?gias que promovam o acesso desses educandos ao curr?culo regular. O objetivo do presente estudo foi desenvolver um instrumento que favorecesse a inclus?o acad?mica de um educando com autismo por meio de procedimentos que pudessem, simultaneamente, dar poder ao professor. Nessa perspectiva, o estudo visou analisar os efeitos de um Plano Educacional Individualizado (PEI), elaborado de forma colaborativa com os professores, no desenvolvimento acad?mico e funcional de um aluno com autismo no contexto da educa??o infantil. Os dados foram coletados em uma escola particular, localizada na cidade de Natal, estado do Rio Grande do Norte, no decorrer do ano letivo de 2012. Al?m do educando com autismo, participaram do estudo uma professora titular, uma professora de apoio pedag?gico e quatro professores auxiliares. A pesquisa utilizou delineamento quase experimental intrassujeito do tipo A-B (linha de base e tratamento), assim como procedimentos qualitativos de an?lise. O estudo foi realizado em tr?s etapas: caracteriza??o, linha de base e interven??o. A primeira compreendeu entrevistas com os pais e professoras do aluno, bem como a identifica??o de duas rotinas focos de interven??o. A segunda contemplou a an?lise do tempo de perman?ncia do educando nas rotinas selecionadas na fase de linha de base. Na terceira o pesquisador elaborou, de forma colaborativa com os professores, um plano educacional individualizado (PEI) para o aluno. Por fim, o PEI foi implementado pelos professores. Os resultados indicaram mudan?as qualitativas e quantitativas na participa??o do estudante nas tarefas acad?micas e funcionais ap?s o programa de interven??o
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14582 |
| Date | 06 February 2014 |
| Creators | Pereira, D?bora Mara |
| Contributors | CPF:02487157712, http://lattes.cnpq.br/1188086132826132, Alves, Jefferson Fernandes, CPF:40692345434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6, Magalh?es, Rita de C?ssia Barbosa Paiva, CPF:37086081353, http://lattes.cnpq.br/0351736925269307, Nunes, D?bora Regina de Paula |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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