Programa de capacitação em síndromes genéticas: o processo de inclusão e as atitudes sociais

Análise das atitudes sociais e motivacionais dos estudantes após capacitação em saúde auditiva

“…This way, the present study developed an educational program featuring Interactive Teleducation, evaluating the social and motivational attitudes of the students of the four participating schools (Figure 1). ELASI revealed a difference between the pre-training and post-training situations of the program in schools (Table 1), indicating a possible change of attitude and thus complying with the results found in previous studies, applied in different themes (14,21) . As to the relationship between schools, it was observed that only in school B the difference was significant, that is, the results showed more favorable attitudes towards social inclusion.…”

Educational Inclusion and Social Interaction: A Literature Review

“…One report on an intervention for a student with an ASD was found (Mattos & Nuernberg, 2011), while one study presented an intervention Trends Psychol., Ribeirão Preto, vol. 27, nº 2, p. 385-400 -June/2019 involving non-disabled peers (Picolini & Maximino, 2014), one involved the entire class (Nascimento et al, 2010), and two of the studies presented interventions involving teachers (Campos & Glat, 2016;Misquiatti et al, 2014). Mattos and Nuernberg (2011) developed an alternative mode of communication that made abstract messages into something concrete and visible.…”

“…In the article by Picolini and Maximino (2014), a Likert Scale of Social Attitudes Regarding Inclusion was applied as a pre-and post-intervention measure. The authors argue that typical peers' attitudes are extremely relevant for the extent of inclusion that will occur in a given context.…”

“…The applied intervention consisted of 4 four-hour class-style meetings in which each teacher also received a manual about ASDs. It is important to note that in both the study that trained teachers (Misquiatti et al, 2014) and the study that trained typical students (Picolini & Maximino, 2014), the authors based their conclusions on the results of written tests and not on concrete eff ects observed in daily classroom activities after the interventions. For this reason, the effi cacy of these interventions may be better understood as their ability to change the conversation about educational inclusion than their ability to change actions within an educational context.…”