O desenvolvimento de material autoinstrucional como facilitador do acesso a informações para inclusão escolar de estudantes com transtorno do espectro autista

Abstract

Autism Spectrum Disorder (ASD) is a condition that affects communication and behavioral patterns that generally compromise socialization and schooling. The complexity that involves this disorder generates demands for training and subsidies for regular school teachers. The objectives of this dissertation were to investigate subsidies for school inclusion of students with Autistic Spectrum Disorder, systematize them in a self-instructional material and verify the contribution of the developed product to guide the pedagogical practice of regular school classroom teachers. The

methodological approach was a translational research in education with theoretical- practical articulation in order to produce applicable and replicable knowledge in

schools. A qualitative and quantitative analysis of the data and indicators obtained in the literature review, document analysis, semi-structured interviews, and questionnaires were used. The locus of the study was the municipality of Caetité, Bahia; 05 representatives of institutions participated in the interviews, and 20 teachers of Basic Education answered the questionnaire to evaluate the educational product. Four analysis criteria were used, subdivided into several aspects and evaluated on a Likert scale with values from 1 to 5, complemented by discursive answers. The results allowed us to configure the network of services to support school inclusion in the municipality, and pointed out that there is no single standard form or program, type of service or curriculum capable of meeting the specific needs of all students with ASD. The use of the Individualized Education Plan (IEP), the Universal Design for Learning (UDL), Curriculum Differentiation, Collaborative Learning, recommended interventions for people with ASD the Applied Behavior Analysis (ABA), the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) and Alternative and Augmentative Communication such as the Picture Exchange Communication System (PECS) were highlighted as evidence-based inclusive strategies.) The formative guide "TrilhaTEA: Formative Trail for teachers who work with autistic students" was developed, evaluated with values close to excellent (5.0), with the indexes 4.77 for overall quality, 4.74 for structure, aesthetics and organization, 4.77 for content, 4.87 for didactic proposal/methodology and 4.71 for criticality and adequacy of written language (4.71). Given its format, TrilhaTEA can be reformulated with updates about TEA, the school inclusion support network of its municipalities, as it was done for Caetité. The weaving of an interdisciplinary vision, constituted from the models approached, made it possible to identify some potentialities and difficulties in the teaching and learning process, which are more common in autistic students. The analysis of the historical process of the Autistic Spectrum Disorder showed how the existing approaches and their treatment were influenced over time, contributing to the emergence of different educational interventions in many parts of the world and that are being adopted, gradually, also in Brazil.