O autista e sua inclusão nas escolas particulares da cidade de Teresina – PI

Educational Inclusion and Social Interaction: A Literature Review

“…The barriers observed in the studies considered herein include invisibility, exclusion, and the negligence of disabled students and their true educational needs. There are few reports in which social interactions between disabled children and their peers are not hindered (Bruno & Lima, 2015;Carvalho & Nascimento, 2015;Oliva, 2016), and, even in these cases, the disabled children were found to be delayed academically; in other words, there was evidence of inclusion only in terms of socialization.…”

“…Most publications focused on ASDs, a fi nding which refl ects the increasing interest in these disorders in the last decade. Between 2010 and 2012 (Gomes & Mendes, 2010;Höher Camargo & Bosa, 2012;Mattos & Nuernberg, 2011), there was one publication per year on this topic; meanwhile, in 2014 and 2015, there were two publications each year (Brito, 2015;Carvalho & Nascimento, 2015;Lemos et al, 2014;Misquiatti et al, 2014), and there was again a single publication in 2016 (Lemos et al, 2016). This increase in research may be related to Brazilian Law No.…”

“…Therefore, this literature review includes various aspects of the inclusion process beyond the issues of socialization. Nine publications explicitly reported on teachers', teachers' aides', and therapeutic assistants' beliefs that disabled students have limited learning potential (Brito, 2015;Bruno & Lima, 2015;Campos & Glat, 2016;Carvalho & Nascimento, 2015;Ferreira et al, 2010) or reported that educational inclusion should occur only as part of a larger socialization program (Gomes & Rey, 2007;Lemos et al, 2016;Souza et al, 2012;Vitta et al, 2010). The following statement by a teacher who participated in the study by Gomes and Rey (2007) excludes any possibility of academic development by a student with a disability: "He comes [to school] only to spend time with other kids; I mean, I guess he helps -he sweeps the classroom -, but there's no way he can learn" (Gomes & Rey, 2007, p. 413).…”

“…In addition, only 19% of the studies considered exhibited examples of spontaneous socialization (with no intervention on the part of the researchers to encourage it; Anhão et al, 2010;Bruno & Lima, 2015;Carvalho & Nascimento, 2015;Höher Camargo & Bosa, 2012;Oliva, 2016). These studies included the survey given to therapeutic assistants working with ASD children in early childhood education; in the study in question, the cases of socialization were reported by the adult professionals (Carvalho & Nascimento, 2015). For this reason, the report off ers less reliability, since it is not based on concrete data or researchers' observations of interactions.…”

Participação e satisfação de pais de crianças autistas com a escola: estudo exploratório

“…Alguns estudos têm se debruçado sobre as percepções de pais de crianças com TEA relativamente a educação especializada proporcionada pela escola aos seus filhos, tendo os seus resultados apontado, na sua globalidade, para o reconhecimento dos pais quanto a importância de um relacionamento próximo com a escola como um fator preponderante para uma efetiva inclusão dos seus filhos (PIMENTEL, 2013;CARVALHO;NASCIMENTO, 2015). Todavia, apesar de reconhecerem o contributo da escola para o desenvolvimento de competências sociais, alguns pais revelam dificuldades e preocupações relativamente ao processo de inclusão escolar, nomeadamente quanto a sua efetivação, tais como atitudes negativas dos professores, falta de conhecimento e formação dos professores e/ou falta de capacidade de resposta por parte da escola, que consideraram como obstáculos significativos que afetam a sua capacidade para se envolverem com o ambiente escolar (STOKES; MACFARLA-NE, 2011; NUNES; AZEVEDO; SCHMIDT, 2013;MINATEL;MATSUKURA, 2015).…”