Plano de desenvolvimento educacional individualizado: as contribuições para o desenvolvimento do aluno com transtorno do espectro autista na rede pública municipal de ensino em Aparecida de Goiânia

• Ano de defesa: 2020
• Autor(a) principal: Moreira, Lívia Alves
• Orientador(a): Dalla Déa, Vanessa Helena Santana
• Banca de defesa: Dalla Déa, Vanessa Helena Santana, Oliveira, Ana Flávia Teodoro de Mendonça, Bezerra, Claudia Santos Gonçalves Barreto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Educação inclusiva; Transtorno do espectro autista; Plano de desenvolvimento educacional individualizado
• Palavras-chave em Inglês: Inclusive education; Autistic spectrum disorder; Individualized educational development plan
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10628

Autistic Spectrum Disorder (ASD) is a neurodensitive involvement disorder. It’s associated with difficulties in oral communication, social interaction and the presence of repetitive and stereotyped movements. With these specificities, also because the expressive numbers of students with ASD in ordinary schools, the objective of the research was elaborated and developed a Individualized Educational Development Plan (IEDP). This Plane will help in directing specific activities to development with ASD student. This study was based on the historical-cultural perspective, considering its indication of overcoming biological determinism. It was developed in a public school in Aparecida de Goiânia, in three classes, with three students with ASD, between 4 and 9 years old. The instrument used was the IEDP, with the method of carrying out activities that meet the needs of each student, for maximize the skills used. The data show that the process of school inclusion in the public school system is allowed by several cultural and political influences, as well as internal and external practices. The data also revealed that activities directed to specific objectives contribute to the learning of these students. Conclude that the coexistence of students and their peers and planned actions at school effectively contribute to this development.