Construção e validação de um protocolo de PEI: contributos de uma formação docente

• Ano de defesa: 2021
• Autor(a) principal: Pereira, Débora Mara
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Transtorno do Espectro Autista; Plano Educacional Individualizado; Formação docente
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/45463

The singularities of students with Autism Spectrum Disorder (ASD) have caused intense challenges to regular schools, especially in terms of offering quality educationto these students. Deficient teacher training has been one of the main factors contributing to the quality of this teaching, associated with the absence of curricular differences promoted by schools. In this way, the Individualized Educational Plan (PEI) is considered as a key to access and curricular learning for students with disabilities, as well as a guiding instrument for teaching practice. From this perspective, the general objective of this study was to build and validate the contents of an IEP protocol, in a collaborative way, during a continuing education program. This dissertation was structured in three studies: (1) an integrative literature review onthe IEP; (2) a collaborative action-research of the IEP, involving 23 elementary schoolteachers of the State of Rio Grande do Norte and (3) the validation of the IEP developed during study 2. The results of the first investigation indicated that of the 17 intervention studies analyzed, 7 dealt with teacher training for the preparation of the IEP in regular education, 4 involved the elaboration of the IEP for students with ASD and 6 investigations addressed various themes about the instrument. Collaborative, evaluative, formative and content aspects of the PEI were analyzed. The second study indicated that the main challenges that teachers felt in relation to the schooling process of students with ASD were the difficulties in participating in school activities, which may be directly related to the lack of an IEP. The 90-hour continuing education allowed for the collaborative construction of an IEP inventory for students with ASD. Furthermore, the teachers evaluated the training program as satisfactory and important for their professional activities. The results of study 3 indicated reliability and feasibility of applying the IEP constructed in the second study.