(DES) CONTINUIDADES EDUCATIVAS ENTRE AS UNIDADES DE ENSINO ESTRUTURADO PARA CRIANÇAS COM PERTURBAÇÕES DO ESPECTRO DO AUTISMO EM SALA DE AULA (Des) educational continuities between structured education units for children with aula specialized autism spectr
DOI:
https://doi.org/10.25746/ruiips.v5.i1.14485Keywords:
Inclusão, Modelo TEACCH, Perturbações do Espetro do Autismo, Professor de 1º ciclo do Ensino Básico, Unidades de Ensino Estruturado, Autism Spectrum Disorders, Inclusion, Model TEACCH, Structured Teaching Units, Teacher of 1st cycle of Basic EducationAbstract
Este estudo de caso pretende perceber se existe continuidade educativa entre as Unidades de Ensino Estruturado e as Salas de Aula e de que forma decorre no contexto estudado. Centralmente apresentamos o ensino estruturado – Modelo TEACCH, como forma de intervenção pedagógica para garantir um maior sucesso ao nível do desenvolvimento das crianças portadoras de Perturbações do Espectro do Autismo. Sobre a análise dos resultados obtidos através do método qualitativo, com recurso à aplicação de entrevistas semi-estruturadas em que foram analisadas as perspetivas de três professores do 1.º ciclo do Ensino Básico e da Professora de Educação Especial, foi-nos possível concluir neste estudo que existe comunicação entre os professores titulares de turma e a Professora de Educação Especial, promovendo a continuidade educativa entre as unidades de ensino estruturado para crianças com perturbações do espectro do autismo e a sala de aula.
ABSTRACT
This case study intends to understand if there is an educational continuity between the Units of Structured Teaching and the Classrooms and in what form it takes place. We centrally present structured teaching - TEACCH Model, as a form of pedagogical intervention to ensure greater success in the development of children with Autism Spectrum Disorders. On the analysis of the results obtained through the qualitative method, using semi-structured interviews, in which the perspectives of three teachers of the 1st cycle of Basic Education and of the Special Education Teacher were analyzed, it was possible to conclude In this case study there is communication between the class teachers and the Special Education Teacher, promoting the continuity of education between the units of structured education for children with autism spectrum disorders and the classroom.
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