Adequação curricular e ensino estruturado: trabalho colaborativo entre professores para o desenvolvimento do estudante com TEA

• Ano de defesa: 2020
• Autor(a) principal: Silva, Isis Grace da
• Orientador(a): Teixeira, Rosiley Aparecida
• Banca de defesa: Teixeira, Rosiley Aparecida, Renders, Elizabete Cristina Costa, Cavalcanti, Patrícia Aparecida Biotto, Francisco, Marcos Vinicius, Terçariol, Adriana Aparecida de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: transtorno do espectro autista; adequação curricular; ensino estruturado; TEACCH; trabalho colaborativo
• Palavras-chave em Inglês: autistic pectrum disorder; curricular suitability; structured teaching; TEACCH; collaborative work
• Palavras-chave em Espanhol: transtorno del espectro autista; adecuación curricular; enseñanza estructurada; TEACCH; trabajo colaborativo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2244

The subject of this study is the curricular suitability using elements of structured teaching based on the principles of the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) Program. Considering this study, some concerns came into light motivating and directing the development of this research: How does the teacher of the regular classroom organize the adapted activities for the student with Autism Spectrum Disorder (ASD)? Can the structured teaching, proposed in the TEACCH program, be adjusted to the learning program? Is it possible to make curricular adjustments using the principles of the TEACCH program? Does the collaborative work between a specialized teacher and the regular classroom teacher enable the exchange of educational experiences and socialization knowledge in an inclusive perspective? Do curricular adjustments help the student to participate in class with his classmates? Based on the questions presented, it was defined as a general objective to develop a proposal of curricular adjustments based on the principles of structured teaching in the perspective of the TEACCH program for a student with ASD enrolled in the third year of elementary school, in the regular education, at Sao Paulo State School. As specific objectives of this study we list: to observe how the teacher of the common classroom organizes the activities for the student with ASD; check if the structured teaching approached in the TEACCH program can be adjusted to the learning program; act in a collaborative work proposal between the researcher (specialized teacher) and the regular classroom teacher; increase the participation of students with ASD in the activities proposed in the classroom and contribute to the group socialization. Based on the objectives presented, this study was developed based on a critical methodology, provided by the dialogue to understand, interpret and transform the reality experienced by the study participants. For the purpose of gathering information with a communicative character, we used two instruments: interview script and observation script. For the communicative reports, we used conducted interviews in partnership with the specialized teacher, the student's mother and the regular classroom teacher. The observation scripts were used in a natural context serving to direct the performance of the participants and contribute to the narrative records and evaluations of the activities developed during the study. We considered as the universe of this study a public school at São Paulo State. The subjects of this study are, a student with ASD enrolled in the third grade in elementary school, the regular teacher classroom, the specialized teacher (also a researcher) and the student's mother. The theoretical postulates of the following authors support this study: Capellini (2018), Heredero (1996 -2010), Leon (2016), Fonseca; Ciola (2016), Schmidt (2013), Grandin; Panek (2017), Mendes; Viralonga; Zerbato (2014), and educational documents with linked themes to special education, pedagogical practices and inclusion political proposals to school’s environment. The results allow us to say that it is possible to adapt curricular activities using structured teaching under the principles of the TEACCH program, supported by collaborative work between teachers; it contributes to the teaching / learning between teacher and student, in addition, it promotes the student with ASD communication and interaction with the school environment.