A ambientação da criança com Transtorno do Espectro do Autismo no contexto escolar

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in communication and social interaction, as well as restrictive and repetitive behavioral patterns that can hinder the inclusion and retention of children with this condition in the school context. Despite public policies aimed at inclusive education, there are still gaps in the continuous training of professionals in Specialized Educational Services (SES) to address the educational needs of children with ASD. This dissertation aims to develop and evaluate a course based on the Early Start Denver Model (ESDM) for the continuous training of SES teachers to promote the development and learning of children with Autism Spectrum Disorder (ASD). The method is characterized as an action-research with a translational approach, aimed at dynamically and interactively integrating theory and practice. The research is based on a literature review, which provides theoretical grounding for the study and contributes to identifying training needs. Combined with Educational Design as a central strategy, the study aims to develop an innovative training proposal for pedagogical interventions, tailored to the research findings and the actual needs of educators to promote school inclusion. Qualitative analysis of the indicators was used, allowing for a deep and contextualized understanding of the data collected. The instruments used to gather indicators included two questionnaires and the researcher’s logs during the course planning and implementation. The participants were the researcher-teacher and 41 SES professionals from a municipal public network in the southern region of the country, who contributed to identifying training needs and validating the developed educational resource. The expected results aim for the developed product and the conducted studies to contribute to the effective implementation of inclusive education public policies through the training of SES professionals. By analyzing, producing, and disseminating practices, as well as adapting resources and pedagogical methodologies, the goal is to provide tools that support the inclusion, retention, and schooling of students with ASD.