O reconhecimento do estudante com altas habilidades/superdotação e transtorno do espectro do autismo: o contexto do ensino superior

• Ano de defesa: 2023
• Autor(a) principal: Pereira, Cássia de Freitas
• Orientador(a): Negrini, Tatiane
• Banca de defesa: Moreira, Laura Ceretta, Pavão, Silvia Maria de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Altas habilidades/superdotação; Transtorno do espectro do autismo; Dupla condição; Ensino superior; Contextos educativos
• Palavras-chave em Inglês: High abilities/ Giftedness; Autistic spectrum disorder; Double condition; Higher education; Educational contexts
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/28799

The present study considers the recognition of the characteristics of high abilities/giftedness (AH/SD) and Autistic Spectrum Disorder (ASD) in students enrolled in higher education. This dissertation was developed in the Professional Master's Degree in Public Policy and Educational Management. When thinking about these students. It aims to understand the implications of these characteristics in their learning process. Given this, the study had as its general objective to analyze the educational trajectory of students with High Abilities/Giftedness and Autistic Spectrum Disorder inserted in higher education and the recognition of this condition in this space. The theoretical framework that supported this research has as main authors: Renzulli (2014), Bulhões (2018), Virgolim (2007), Nakano (2021), and Garcias (2020), among others. To carry out this work, we opted for a qualitative approach, in a case study type, based on an interview and a questionnaire with students with these characteristics inserted in the Accessibility Subdivision, which is part of the Coordination of Educational Actions (CAEd ) at the Federal University of Santa Maria. Therefore, the analysis was performed by categories, through content analysis (BARDIN, 2006). It was noticed that, in the speeches of the participants, several characteristics of the double condition are evidenced, evidencing their demands and specific characteristics. Thus, the student with dual status must, firstly, be recognized in the spaces and, therefore, the professionals know about their specificities to contemplate their pedagogical demands. As a product of this work, informative material was elaborated on the double condition to the recognition of this student as well as the educational practices of the professors; a form was also suggested – “Form for the student in attendance at CAEd - Double condition” for use in the sector.