Escolarização inclusiva e Transtornos do Espectro do Autismo no município de Barueri (SP): perfil doa alunos e perspectivas dos pais

• Ano de defesa: 2013
• Autor(a) principal: Oliveira, Juliana de
• Orientador(a): Paula, Cristiane Silvestre de
• Banca de defesa: D´antino, Maria Eloisa Famá , Mendes, Eniceia Goncalves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: transtorno autístico; Síndrome de Asperger; educação especial; políticas públicas
• Palavras-chave em Inglês: autistic disorder; Asperger Syndrome; special education; public politics
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22519

Although there is a bunch of legal documents that defend a quality education for all, there is an evident deficiency on researches to show how the schooling process for Special Educational Necessities (SEN) has been put in practice in the public education network. This process still represents a huge challenge because it demands adaptations on the entire school environment and, when it is about students with Autism Spectrum Disorders (ASD), the challenge is bigger due to their behavioral manifestations. The aim of the present study is to map the situation and dynamics of the inclusion of students with ASD in a town from the São Paulo State, according to the parents perspectives. The study took place in Barueri town, State of São Paulo, with all mothers/main responsible for the students diagnosed with ASD registered from the 1º to the 9º grades on public schools of Elementary and Middle School (N=44). The instruments used on the research were: clinic evaluation based on DSM-IV, the Autism Screening Questionnaire ASQ, the Autism Behavior Checklist ABC, as well as a sociodemographic questionnaire and a semistructured questionnaire regarding the educational aspects of the student. The main results of the study indicate that there are still children with ASD who don t attend the regular school and also that, among the registered ones, there is an expressive part that remains in school for a shorter time than the established by the municipal Education Secretariat. Besides, it was observed a parents dissatisfaction regarding the services offered on these schools, mainly because of the disability of the teachers on attending the specific necessities of the children with ASD. Although these results are due to a research conducted in one single town, they can be a help on understanding how it has been made the inclusive schooling process, being one of the rare Brazilian researches with a representative sample of schools in a specified region. With no intention on closing a so recent and polemic theme, the actual study configures itself just as the beginning of an investigation of theories and empiric data that aim to reflect the elaboration of more efficient and clearer public politics, offering quality in the schooling process for the student with ASD.