ASD and Inclusion: Teacher Training and the Use of Alternative and Extended Communication in Inclusive Educational Contexts

Authors

DOI:

https://doi.org/10.31686/ijier.vol9.iss5.3065

Keywords:

ASD, inclusion, alternative and extended communication, teacher training

Abstract

In recent decades, there has been a search for a model of education that allows the participation of all students in the same school space, that is, an inclusive school. Inclusion of students with autism spectrum disorder (ASD) has been a recurring topic and has posed challenges for teachers, families and school management aiming at the participation of these students in the school environment and its pedagogical practices. ASD is currently classified as a neurodevelopmental disorder marked, mainly, by the difficulty of interaction and social communication (APA, 2014). As a result, it is common for students with ASD to present verbal and/or nonverbal communicative deficits. Given the pivotal role communication has in ensuring the socialization and educational inclusion of students with autism, this research seeks to answer the following questions: How does teacher training prepare teachers to help students with ASD? What resources of alternative and/or extended communication (AEC) can enable students with ASD to better communicate with their teachers? In order to answer these questions, the present paper investigates the theoretical and political foundations that regulate the inclusion of students with ASD in regular school, and analyzes teacher training in its relation to promoting their inclusion. Thus, the present paper discusses teacher training for the use of AEC tools in the regular classroom. It is believed that the great challenge teachers face is continuing education of the pedagogical strategies and practices for assisiting students with ASD in their learning processes in the regular classroom. This paper also addresses relevant public policies and the responsibility of the public power to effectively promote education for all, an education that respects the Other as a true Other.

Downloads

Download data is not yet available.

Author Biographies

Francisca Janaina Dantas Galvão Ozório , University for International Integration of the Afro-Brazilian Lusophony

SME - Secretaria de Educação de Fortaleza

João Carlos Braga Torres Braga Torres, Federal College of Education

Science and Technology of Ceará

Igor de Moraes Paim, Federal College of Education

Science and Technology of Ceará

References

A. Bolderston, Writing an effective literature review. Journal of Medical Imaging and Radiation Sciences, vol.39 issue 2, 2008, pp. 86-92. Available at https://doi.org/10.1016/j.jmir.2008.04.009; accessed March 12, 2021.

A. Klin, “Autismo e síndrome de Asperger: uma visão geral”, Revista Brasileira de Psiquiatria, vol. 28, n. 1, São Paulo, May 2006, 2006.

A.M.F.D. Camargo, R.V.B. Gomes, and S.M.P. Silveira. “Dialogando sobre a política de educação especial na perspectiva inclusiva”, in R.V.B. Gomes, R.V.D. Figueiredo, S.M.P. Silveira, and A.M.F.D. Camargo (eds), Políticas de inclusão escolar e estratégias pedagógicas no atendimento educacional especializado, UFC/MC&C, Fortaleza-Brasília: MC&C, 2016, pp. 17-29. Available at http://www.repositorio.ufc.br/ri/bitstream/riufc/43200/1/2016_capliv_amfcamargo.pdf; accessed March 12, 2021.

American Psychiatric Association (APA). DSM-5: Manual diagnóstico e estatístico de transtornos mentais (transl. Maria Inês Corrêa Nascimento et al.), Artmed, Porto Alegre, 2014. Available at http://www.niip.com.br/wp-content/uploads/2018/06/Manual-Diagnosico-e-Estatistico-de-Transtornos-Mentais-DSM-5-1-pdf.pdf; accessed March 12, 2021.

B. Souza, “Autistas e a vida em comunidade” Available at: https://abraca.net.br/autistas-e-a-vida-em-comunidade-opiniao-beatriz-souza; accessed March 16, 2021.

B.A. Lopes, “Autismo e culpabilização das mães: uma leitura de Leo Kanner e Bruno Bettelheim”, Seminário Internacional Fazendo Gênero 11& 13th Women’s Worlds Congress (Electronic Proceedings), Florianópolis, 2017, pp. 1-10. Available at http://www.en.wwc2017.eventos.dype.com.br/resources/anais/1503543977_ARQUIVO_AUTISMO-E-CULPABILIZACAO-DAS-MAES-UMA-LEITURA-DE-LEO-KANNER-E-BRUNO-BETTELHEIM.pdf; accessed March 15, 2021.

B.G. Avila, Comunicação Aumentativa e Alternativa para o Desenvolvimento da Oralidade de Pessoas com Autismo (Masters’ Thesis in Education). Federal University of Rio Grande do Sul, Porto Alegre, 2011. Available at https://www.lume.ufrgs.br/bitstream/handle/10183/32307/000785427.pdf; accessed March 12, 2021.

BRAZIL. Basic Education Chamber Resolution No. 4, October 2, 2009. Avaiable at: http://portal.mec.gov.br/dmdocuments/rceb004_09.pdf; accessed March 19, 2021.

BRAZIL. Law No. 12,764, Dec. 27, 2012. Available at: http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/lei/l12764.htm; accessed March 12, 2021.

BRAZIL. Technical Note 024, March 21, 2013. Available at http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=13287-nt24-sistem-lei12764-2012&category_slug=junho-2013-pdf&Itemid=30192; accessed March 12, 2021.

C.C.D.F. Walter, and L.R.D.D.P. Nunes, “Comunicação alternativa para alunos com Autismo no ensino regular”, Revista Educação Especial, vol. 26, n. 47, Santa Maria, Sept.-Dec., 2013, pp. 587-601.

C.C.D.F. Walter, Os efeitos da adaptação do PECS ao curriculum funcional natural em pessoas com autismo infantil (Masters’ Thesis in Special Education). Federal University of São Carlos, São Carlos, 2000.

C.C.D.F. Walter, PECS-Adaptado na sala de atendimento educacional especializado, in L.R.D.O.D.P. Nunes, and C.R.Schrimer (eds), Salas Abertas: formação de professores e práticas pedagógicas em comunicação alternativa nas salas de recursos multifuncionais, EDUERJ, Rio de Janeiro: , 2017. Avalable at http://books.scielo.org/id/xns62; accessed March 16, 2021, pp. 311-332.

C.M. Togashi, and C.C.D.F. Walter, “As contribuições do uso da comunicação alternativa no processo de inclusão escolar de um aluno com transtorno do espectro do autismo”, Revista brasileira de educação especial, vol. 22, n. 3, Marília, July-Sept., 2016, pp. 351-366. available at https://www.scielo.br/pdf/rbee/v22n3/1413-6538-rbee-22-03-0351.pdf; accessed March 16, 2021.

D. Saviani, “Formação de professores no Brasil: dilemas e perspectivas”, Poíesis Pedagógica, vol. 9, n. 1, Jan.-June, 2011, pp.07-19. Available at https://doi.org/10.5216/rpp.v9i1.15667; accessed March 16, 2021.

D.J. Cook, C.D. Mulorw, and R.B. Haynes, “Systematic reviews: synthesis of best evidence for clinical decisions”, Annals of Internal Medicine, 126, March 1st, 1997, pp. 376-380. Available at https://doi.org/10.7326/0003-4819-126-5-199703010-00006; accessed March 12, 2021.

E.J. Manzini, “Tecnologia assistiva para educação: recursos pedagógicos adaptados”, in: MEC/SEESP (ed), Ensaios pedagógicos: construindo escolas inclusivas. MEC/SEESP, Brasília, 2005. Available at http://portal.mec.gov.br/seesp/arquivos/pdf/ensaiospedagogicos.pdf; accessed March 15, 2021.

E.T. Rother, “Editorial: Revisão sistemática X revisão narrativa”, Acta paulista de enfermagem, vol. 20, n. 2, 2007, pp. v-vi. Available at https://www.scielo.br/pdf/ape/v20n2/a01v20n2.pdf; accessed March 16, 2021.

G.C.D. Oliveira, V.D.S.V. Rosa, W. Carvalho, and E.F.D. Freitas, “Considerações da aplicação do método PECS em indivíduos com TEA”, Revista Estudos, vol. 42, n. 3, Goiânia, May-June, 2015, pp. 303-314. Available at http://seer.pucgoias.edu.br/index.php/estudos/article/view/4129/2359; accessed March 16, 2021.

G.M. Fadda, and V.E. Cury, “O enigma do autismo: contribuições sobre a etiologia do transtorno”, Psicologia em estudo, vol. 21, no. 3, 2016, pp. 411-423. Available at http://old.periodicos.uem.br/ojs/index.php/PsicolEstud/article/view/30709/pdf; accessed March 12, 2021.

J. Donvan, and. Zucker, C. Outra sintonia: a história do autismo (transl. Luiz A. de Araújo). Companhia das Letras, São Paulo, 2017.

J.A. Collins, and B.C.J.M. Fauser, “Balancing the strengths of systematic and narrative reviews”. Human Reproduction Update, vol.11, no. 2 pp.103-104, 2005. Available at https://doi.org/10.1093/humupd/dmh058; accessed March 12, 2021.

J.C.D. Jesus, Ensinando crianças autistas a requisitar: avaliação e generalização de comunicação mediada por figuras com uso do PECS. 2013 (Masters’ Thesis in Developmental Psychology). Federal University of Minas Gerais, Belo Horizonte, 2013.

L. Bornmann, and R. Mutz, “Growth rates of modern science: a bibliometric analysis based on the number of publications and cited references”, Journal of the Association for Information Science and Technology, vol. 66 issue 11, Nov. 2015, pp. 2215-2222. Available at https://doi.org/10.1002/asi.23329; accessed March 12, 2021.

L.M. Passerino, and M.R. Bez (eds) Comunicação Alternativa: mediação para uma inclusão social a partir do Scala, Ed. UPF, Passo Fundo, 2015. Available at http://editora.upf.br/images/ebook/Comunicao_alternativa_SCALA_PDF.pdf; accessed March 16, 2021.

L.M.C. Santarosa et al., Tecnologias Digitais Acessíveis, JSM Comunicação, Porto Alegre, 2010.

M. Gaiato, S.O.S. autismo: guia completo para entender o Transtorno do Espectro Autista, 2nd ed., nVersos, São Paulo, 2018.

M.A. Flores, “Algumas reflexões em torno da formação inicial de professores”, Educação n. 3, PUC-RS, Porto Alegre, Sept.-Dec., 2010, pp. 182-188. Available at https://www.researchgate.net/publication/277219172_Algumas_Reflexoes_em_Torno_da_Formacao_Inicial_de_Professores; accessed March 12, 2021.

M.A.F.T. Gonçalves, Alunos com perturbação do espectro do autismo: utilização do sistema PECS para promover o desenvolvimento comunicativo. 2011. (Masters’ Thesis in Special Education) Polytechnical Institute of Lisbon, 2011. Available at https://repositorio.ipl.pt/handle/10400.21/1208; accessed March 12, 2021.

M.O. Barbosa, and N.D.L.F. Fumes, “O transtorno do espectro autista e a formação docente em debate.” III Congresso Nacional de Formação de Professores (CNFP) and XIII Congresso Estadual Paulista sobre Formação de Educadores (CEPFE) (Proceedings), vol. 03, issue 03, 2016. pp. 6393-6404 Available at http://200.145.6.217/proceedings_arquivos/ArtigosCongressoEducadores/5999.pdf; accessed March 12, 2021.

R. Ferrari, “Writing narrative style literature reviews”, Medical Writing, vol. 24 no. 4, 2015, pp. 230-235. Available at https://doi.org/10.1179/2047480615Z.000000000329; accessed March 12, 2021.

S. Nascimento, “Formação de professores: Um desafio no processo de aprendizagem da criança com Transtorno do Espectro Autista”, Colloquium Humanarum, vol. 15, special issue n. 1, Jan.-March 2018, pp. 143-153. Available at https://journal.unoeste.br/suplementos/humanarum/vol15nr1/; accessed March 15, 2021.

T.M. Mizael, and A.L.R. Aiello, “Revisão de estudos sobre o Picture Exchange Communication System (PECS) para o ensino de linguagem a indivíduos com autismo e outras dificuldades de fala”, Revista brasileira de educação especial, vol. 19, n. 4, Marília, Oct.-Dec., 2013, pp. 623-636. Available at: https://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-65382013000400011; accessed March 15, 2021.

W. Mendes-Da-Silva, “Contribuições e limitações de revisões narrativas e revisões sistemáticas na área de negócios”, Revista de administração contemporânea, vol. 23, n. 2, 2019. Available at https://doi.org/10.1590/1982-7849rac2019190094; accessed March 15, 2021.

W.C. Braga, Autismo: azul e de todas as cores: guia básico para pais e profissionais, Paulinas, São Paulo, 2018.

Downloads

Published

01-05-2021

How to Cite

Gomes, R. V., Barbosa, H. F., Oliveira Costa , A. L. de, Galvão Ozório , F. J. D. ., Cavalcante, P., Braga Torres, J. C. B. T., Paim, I. de M., & Almeida, S. M. N. de. (2021). ASD and Inclusion: Teacher Training and the Use of Alternative and Extended Communication in Inclusive Educational Contexts. International Journal for Innovation Education and Research, 9(5), 23–37. https://doi.org/10.31686/ijier.vol9.iss5.3065

Most read articles by the same author(s)