A formação do profissional de apoio para atuação junto ao estudante com transtorno do espectro autista

Abstract

The significant increase in the number of students with Autism Spectrum Disorder (ASD) in schools has led to a growing demand for support professionals. These professionals, although assuming multiple responsibilities, often lack adequate training to meet the specific needs of these students. This study aimed to analyze the contributions of a training course designed for support professionals, focusing on enhancing skills to work effectively with students with Autism Spectrum Disorder, fostering their autonomy and inclusion within the school environment. The methodology employed was Development Research, and the data collection instruments consisted of two questionnaires. Characterized as systematic, flexible, and aimed at improving educational practices, this methodology was used in the design, development, and implementation of the Educational Product titled “Support and Inclusion Strategies for Students with Autism Spectrum Disorder: A Training Course for Support Professionals.” The research was conducted in the municipality of Jaguaquara, Bahia, involving the initial participation of seventy support professionals who responded to a semi-structured questionnaire. Of these, thirty-five participated in the training course and served as evaluators of the Educational Product, which constituted the study. The analysis of data obtained through the evaluation questionnaires focused on aspects such as overall satisfaction, clarity of instructions and methodology, course duration and organization, quality of learning and skills acquired, as well as resources and infrastructure provided, practical contributions of the course, and relevance of the content. The research results highlighted the importance of implementing public policies to structure the support professional role at different levels and functions to address the needs of students with ASD. This study significantly contributes to Brazilian science by expanding knowledge about the role of support professionals and providing new evidence regarding the training necessary to offer effective support to students with ASD. Furthermore, it informs debates on public policies related to the qualification, workload, and recognition of these professionals. The study revealed that the role of support professionals is complex, requiring affinity with the field, pedagogical knowledge, understanding of communication and language development, and the ability to manage challenging behaviors. Additionally, during the validation process by support professionals, the training course developed and implemented by the researcher, structured based on the specific needs of students with ASD, offered essential resources for support professionals to successfully foster the development and autonomy of these students within the school environment.