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Publication
A participação dos alunos com perturbação do espectro do autismo nas actividades da escola regular
Advisor(s)
Abstract(s)
Este estudo pretendeu estudar a participação dos alunos com Perturbação do Espectro
do Autismo (PEA) na escola regular. Assim, pretendeu-se caracterizar a participação destes
alunos com um questionário realizado aos seus colegas de turma do ensino regular, um
questionário aplicado ao professor da turma/director de turma e uma entrevista realizada a
quatro assistentes operacionais. Pretendeu-se também compreender a associação entre a
qualidade da participação e a idade dos alunos, hipotetizando-se uma associação negativa. A
localização do aluno com PEA na sala de aula também foi estudada, no sentido de
compreender a sua influência na qualidade da participação dos alunos com PEA, colocando-se
a hipótese de que existe uma influência. Finalmente, pretendeu-se estudar o efeito da
existência ou não de contacto prévio dos alunos do ensino regular com sujeitos com PEA fora
na escola na qualidade da participação dos alunos com PEA, colocando-se a hipótese da
existência de um efeito significativo.
Os resultados permitiram perceber que existe uma percepção positiva face aos alunos
com PEA e ao seu comportamento, comportamentos pouco frequentes que impliquem
interacção com os mesmos, sentimentos positivos relativamente à sua presença na escola e na
sala de aula e uma aceitação positiva dos mesmos no grupo de pares dos alunos com
desenvolvimento normal, resultados maioritariamente concordantes com as restantes fontes de
informação. Verificou-se uma associação negativa entre a qualidade da participação e a idade,
um efeito significativo da localização do aluno com PEA na sala de aula na qualidade da sua
participação mas não um efeito significativo do contacto prévio dos alunos com
desenvolvimento normal com outros sujeitos com PEA fora da escola.
ABSTRACT: The purpose of this study is to address the participation of students with Autism Spectrum Disorders (ASD) in the mainstream school. For that being, we characterized the participation of this students with a questionnaire to the students of the mainstream classes in which the students with ASD were included, a questionnaire applied to each class teacher/head teacher and an interview to four of the school support staff. The goal was also to understand the association between the age of the students and the quality of the participation of the students with ASD, defining the hypothesis that there is a negative association between them. The place where the student with ASD sits in the mainstream classroom was also studied, trying to understand if it has influence on the quality of the participation of the ASD students, defining the hypothesis that there is an influence. Finally, we wanted to understand the effect of previous contact with people with ASD outside the school environment by the students with normal development on the quality of the participation of students with ASD. We hypothesised that there is a significant effect. The results showed a good perception of the students with ASD and their behaviour, a low frequency of behaviours involving interaction with these students, positive feelings regarding their presence in the school and in the class and an overall positive acceptance of them in the students with normal development peer groups. These results are mostly consistent across the different sources of information. We found a negative association between the quality of the participation and age, a significant effect of the location of the student with ASD on the quality of his participation but not a significant effect of previous contact by the students with normal development with other people with ASD outside the school environment.
ABSTRACT: The purpose of this study is to address the participation of students with Autism Spectrum Disorders (ASD) in the mainstream school. For that being, we characterized the participation of this students with a questionnaire to the students of the mainstream classes in which the students with ASD were included, a questionnaire applied to each class teacher/head teacher and an interview to four of the school support staff. The goal was also to understand the association between the age of the students and the quality of the participation of the students with ASD, defining the hypothesis that there is a negative association between them. The place where the student with ASD sits in the mainstream classroom was also studied, trying to understand if it has influence on the quality of the participation of the ASD students, defining the hypothesis that there is an influence. Finally, we wanted to understand the effect of previous contact with people with ASD outside the school environment by the students with normal development on the quality of the participation of students with ASD. We hypothesised that there is a significant effect. The results showed a good perception of the students with ASD and their behaviour, a low frequency of behaviours involving interaction with these students, positive feelings regarding their presence in the school and in the class and an overall positive acceptance of them in the students with normal development peer groups. These results are mostly consistent across the different sources of information. We found a negative association between the quality of the participation and age, a significant effect of the location of the student with ASD on the quality of his participation but not a significant effect of previous contact by the students with normal development with other people with ASD outside the school environment.
Description
Dissertação de Mestrado em Psicologia Educacional apresentada ao ISPA - Instituto Universitário
Keywords
Inclusão Perturbação do espectro do autismo Participação Inclusion Autism spectrum disorders Participation