Mapeamento do alunado com Transtorno do Espectro Autista (TEA) na rede municipal de ensino de Embu das Artes/SP: perfil clínico e escolar

• Ano de defesa: 2019
• Autor(a) principal: Araujo, Catherine Oliveira de
• Orientador(a): D' Antino, Maria Eloísa Famá
• Banca de defesa: Sanches Junior, Moisés Lopes , Mello, Cláudia Berlim de , Macedo, Elizeu Coutinho de , Carreiro, Luiz Renato Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: Transtorno do Espectro Autista (TEA); perfil de funcionalidade e clínico; inclusão escolar; rede municipal de ensino
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; CNPQ::CIENCIAS HUMANAS::EDUCACAO; CNPQ::CIENCIAS DA SAUDE
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24571

This research is the result of the first actions resulting from an agreement signed between - Mackenzie Presbyterian University (UPM) - Postgraduate Program in Developmental Disorders and the city of Embu das Artes / SP - Brazil. The objective of the research was to describe and analyze documents about the Inclusive Special Education policy of the Municipality, the clinical profile and the functionality of 102 students with Autism Spectrum Disorder (ASD) enrolled in October 2017 in Early Childhood Education, Primary Education and specialized schools of the Municipality; and to know and analyze the professional profile of the 23 teachers who work in the Specialized Educational Assistance Classrooms (SAED). The methodological approach of the research is quantitative-qualitative, using the following instruments: Protocol of Evaluation of Students with Intellectual Disability (PAEDI); Clinical Protocol to qualify the diagnosis of ASD according to the DSM-5 specifiers; Questionnaire of the Brazilian Association of Research Companies (ABEP). Considering the applied instruments, in 2017 and 2018, 17 visits were made in schools/branches. Among the results of the research, we highlight the existence of hybrid model of Special Education in the Municipality - segregated & inclusive; nine of the 23 SAED teachers are not specialists in Special Education; the Municipal Education Plan (PME) has as one of its strategies the organization of a specialized curriculum for the Municipality. The functionality of the students was compromised, but with a wide variation in performance, with worse scores of children in Early Childhood Education; there are important gaps between the receptive and expressive language of the students. Regarding the clinical profile, the general characteristics follow those of similar samples: a ratio of 4: 1 between boys and girls; the majority with severe impairment, according to DSM-5 specifiers. The relative precocity in which the diagnosis was established, between 3 and 4 years old, is highlighted, being the majority of the cases by the health system of the Municipality itself. As conclusion of the study we pointed out important clinical and functional impairment of students with ASD. The most effective articulation between the actions of regular teachers and SAED, and the health and education boards of the Municipality should contribute to a better qualification of the inclusive interventions with ASD students.