scholarly journals O processo de inclusão de crianças com deficiência na educação infantil / Inclusion of Students with Disability in Children’s Education

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Antonia Zelina Resplandes de Souza ◽  
Thelma Helena Costa Chahini
Keyword(s):  
Gifted Students ◽  
Autism Spectrum ◽  
Educational Process ◽  
Federal Law ◽  
Structured Interviews ◽  
Children's Education ◽  
Children With Disability ◽  
Adequate Education ◽  
Children’S Education ◽  
Spectrum Disorders

ABSTRACTIncluding students with disability in Children’s Education requires an adequate specific educational qualification, commitment and effort of all professionals involved in the educational process. The challenge to promote a good quality and adequate education to students with disability, autism spectrum disorders and high abilities and/or gifted students on all levels in Children’s Education in Maranhão. This study aims to investigate, thru semi structured interviews among 23 participants, concluded that due to lack of operationalization of current federal law, the schools/professionals are not prepared to include children with disability in Children’s Education in Maranhão.RESUMOIncluir crianças com deficiência na Educação Infantil requer, além de uma qualificação adequada às necessidades educacionais específicas dessas crianças, o compromisso e o comprometimento de todos os profissionais envolvidos no processo educacional, bem como a desconstrução das concepções e atitudes existentes em relação a essa temática, como, no caso, o preconceito, o estigma, o assistencialismo, dentre outros. Um dos grandes desafios da educação na atualidade é proporcionar uma educação de boa qualidade e adequada aos educandos com deficiência, transtornos do especto autista e altas habilidades e/ou superdotação em todos os níveis de ensino. Neste sentido, este estudo teve por finalidade investigar o processo de inclusão de crianças com deficiência na Educação Infantil Maranhense. Desenvolveu-se uma pesquisa exploratória, descritiva. Ao todo, foram 23 participantes. Sendo 11 professores, 03 Coordenadores e 9 Gestores da Educação Infantil. Todos pertencentes ao sexo feminino, com faixa etária de 33 a 67 anos de idade. Os instrumentos de Coleta de Dados compreenderam entrevistas semiestruturadas. Os resultados apontam a não operacionalização da Legislação Federal vigente, visto que as escolas pesquisadas, juntamente com seus profissionais, não se encontram preparadas para a inclusão de crianças com deficiência na Educação Infantil. Ressalta-se a urgência na efetivação das Diretrizes Legais na Educação Infantil, visando incluir e acolher todas as crianças de forma plena, com ou sem deficiência.

scholarly journals Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
pp. 165-182
Author(s):  
E.V. Samsonova
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Special Educational Needs ◽  
Key Characteristics ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Individual ◽  
Mental Characteristics

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

scholarly journals EDUCAÇÃO INFANTIL E ROTINA: DOIS ELOS QUE DEVEM PERMANECER UNIDOS

2016 ◽  
Vol 13 (2) ◽  
pp. 60-68
Author(s):  
Dulce Helena B Rodrigues ◽  
Jorge da Cunha Dutra
Keyword(s):  
Education Research ◽  
Literature Search ◽  
Daily Practice ◽  
Educational Process ◽  
Daily Routine ◽  
Small Children ◽  
Research Participants ◽  
Children's Education ◽  
Children’S Education

The objective of this articleis to analyseif the educatorschild education,research participants,use or have a daily routine in their practices in the classroom with small children. For this interviews were made with three teachers working in the area. In addition, we performed a literature search having a theoretical the following authors: Barbosa (2006a; 2006b; 2009); Brasil (1998; 2009); Freire (1998) and Ramos (2010). The results were found to meet the objective of the study, because according to the responses of the interviewsall teachers use the routine in their daily practice. Therefore, it is possible to affirm that the routine in children's education is of paramount importance for the success of the educational process.

Parents’ Attitude Towards the Conditions and the Organization of the Educational Process

2021 ◽  
Vol 9 (1) ◽  
pp. 18-27
Author(s):  
Olya Tyankovska
Keyword(s):  
Young People ◽  
Educational Process ◽  
Social Growth ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Main Factors ◽  
The Relationship

The article presents how parents evaluate the school, their views on the relationship between their children and the teachers. The family and the school are the two main factors for children's education and they influence learning, personal and social growth of young people. Conclusions are presented based on a survey conducted in early 2020 explaining the perceptions, views and attitudes of parents towards the educational process in a particular school.

scholarly journals Parent Perspectives of an Occupational Therapy Telehealth Intervention

2019 ◽  
Vol 11 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Anna Wallisch ◽  
Lauren Little ◽  
Ellen Pope ◽  
Winnie Dunn
Keyword(s):  
Occupational Therapy ◽  
Autism Spectrum ◽  
Parent Empowerment ◽  
Structured Interviews ◽  
Collaborative Relationship ◽  
Daily Lives ◽  
Telehealth Intervention ◽  
Therapy Services ◽  
Spectrum Disorders ◽  
Occupational Therapy Intervention

Occupational therapy services delivered via telehealth can support families of young children with autism spectrum disorders (ASD) in everyday routines such as mealtime, bedtime, and play. The aim of the current study was to understand the lived experiences of parents who participated in a 12-week, telehealth-delivered occupational therapy intervention (Occupation-Based Coaching). We used semi-structured interviews and subsequent thematic content analysis to understand how parents perceived the mechanism of service delivery (i.e., videoconferencing) and the content of the intervention. Themes that emerged from the data included Compatibility with Everyday Life, Collaborative Relationship, and Parent Empowerment. Parents expressed how telehealth fit within their daily lives, how telehealth supported a collaborative relationship with the occupational therapist, and how the content of the intervention built a sense of empowerment.

scholarly journals Effective Academic Performance Assessment in Children with Autism Spectrum Disorders

2020 ◽  
Vol 25 (1) ◽  
pp. 16-25
Author(s):  
D.S. Pereverzeva ◽  
E.I. Braginets ◽  
S.A. Tyushkevich ◽  
N.L. Gorbachevskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Process ◽  
Students With Special Needs ◽  
Children With Asd ◽  
Spectrum Disorders

The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.

scholarly journals Kindergarten Teachers' Perspective on Early Intervention in Autism Spectrum Disorders

2021 ◽  
Vol 9 (3) ◽  
pp. 311-320
Author(s):  
Ana Paula Caeiro ◽  
◽  
Vítor Franco
Keyword(s):  
Developmental Disorders ◽  
Community Support ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
Childhood Intervention ◽  
Multiple Case ◽  
Spectrum Disorders ◽  
Family Centered

In Portugal, children with developmental disorders are supported by the National Early Childhood Intervention System (NECIS). This network aims to promote child development from a family-centered perspective, based on community support and carried out in everyday natural contexts by a transdisciplinary team. This study aims to verify how the NECIS responds to the needs identified by educators who receive children with Autism Spectrum Disorder (ASD) in pre-school. This is a qualitative, multiple case study using the content analysis of 6 semi-structured interviews. The results show that these educators feel ill-prepared to work with children with ASD. They expect NECIS professionals will perform more targeted and rehabilitative work with the child and point out the limited time that they have to spend with children as one of the main constraints.

scholarly journals Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process

2019 ◽  
Vol IV (III) ◽  
pp. 415-420
Author(s):  
Asmaa Azeem ◽  
Almas Shoaib ◽  
Fauzia Naheed
Keyword(s):  
General Education ◽  
Learning Process ◽  
Time Management ◽  
Research Study ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
General Education Curriculum ◽  
Spectrum Disorders ◽  
Teaching Learning ◽  
And Behavior

Autism spectrum disorders are lifelong developmental disabilities that can impact how students understand, what they see, hear and otherwise sense. This can result in difficulties with learning, communication, and behavior in their classroom. To execute this phenomenological research study in private schools of autism, the researchers were keen to dig out and try to listen to the perspectives of the special educationists regarding challenges in facilitating the teaching-learning process. Through semi-structured interviews, data were collected from twenty (20) special educationists working with children diagnosed on the spectrum of autism disorder. The majority of the special educationists reported that during teaching, they must execute various intervention strategies by incorporating different tools provided by the school. Their one major issue was time management because they have to handle every kind of issues arouse by the child and environment, alone during teaching. It was reported that the general education curriculum is also difficult to teach alone because they have not received any kind of specialized curriculum for such kids.

scholarly journals Can you hear me? - Accessing the voice of the child with Autism and their parent

Educação ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 35477
Author(s):  
Miriam Twomey
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Creative Arts ◽  
Structured Interviews ◽  
Potential Value ◽  
Children And Parents ◽  
Spectrum Disorders ◽  
The Voice ◽  
Longitudinal Case Studies

The aim of this paper is to access the voices of children with Autism Spectrum Disorders and their parents. This paper engages with philosophical conceptual frameworks exploring concepts of movement and engagement in eliciting child and parent voice. Qualitative, longitudinal case studies were conducted. Semi-structured interviews [n=83] were conducted with stakeholders including parents. Children with and without the label of Autism engaged in interventions drawing on the Creative Arts. Living autoethnography was considered a methodological tenet, establishing connectivity between life and research, self and others, providing a window through which the internal world of the parent was interpreted and understood. This research enabled children and parents to explore their worlds and deliberate on areas that affected their lives. The potential value for using the Creative Arts as a means of engaging children with Autism is discussed. Implications relating to movement [literal and metaphoric] and engagement are explored.***Você pode me ouvir? - Acessando a voz da criança com Autismo e seus pais***O objetivo deste artigo é acessar as vozes de crianças com Transtorno do Espectro Autista (TEA) e de seus pais. Este artigo aborda estruturas conceituais filosóficas que exploram conceitos de movimento e engajamento como forma de dar voz a crianças e pais. Estudos de caso qualitativos e longitudinais foram conduzidos. Entrevistas semiestruturadas [n = 83] foram realizadas com as partes interessadas, incluindo os pais. Crianças com e sem o diagnóstico de TEA envolveram-se em intervenções baseadas nas Artes Criativas. A autoetnografia viva foi considerada um princípio metodológico, estabelecendo conectividade entre a vida e a pesquisa, o eu e os outros, fornecendo uma janela através da qual o mundo interno dos pais foi interpretado e compreendido. Esta pesquisa permitiu que crianças e pais explorassem seus mundos e deliberassem sobre as áreas que afetaram suas vidas. O valor potencial do uso das Artes Criativas como meio de envolver as crianças com Autismo é discutido. Implicações relacionadas ao movimento [literal e metafórico] e engajamento são exploradas.Palavras-chave: Engajamento; Crianças com Autismo, Voz da criança; Voz dos pais; Inclusão, Movimento; Imitação; Teatro de Fantoches

scholarly journals Features of socialization and school adaptation of children with autism spectrum disorders

2021 ◽  
Vol 258 ◽  
pp. 07050
Author(s):  
Yana Davydova ◽  
Viktor Gorelik ◽  
Valery Vlasov ◽  
Irina Lazunina ◽  
Natalia Nazarenko ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Russian Federation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional Reactions ◽  
Educational Process ◽  
Social Adaptation ◽  
Psychological State ◽  
The Russian Federation ◽  
Spectrum Disorders

The paper analyzes the theoretical foundations of social adaptation of children with autism spectrum disorders. Attention is focused on the widespread prevalence of autism not only in the Russian Federation, but also abroad, which makes the problem of social adaptation of children with autism spectrum disorders relevant today. The paper presents the data of a sociological survey on the problems of social adaptation and the organization of the educational process for children with autism. The paper reveals statistical indicators on the problems of autism in world practice and in the Russian Federation, focuses on disorders of the mental and psychological state, shows a deficit of emotional reactions, disturbances in the communicative sphere, and the lack of independence of children with autism. It is also noted that these children are immersed only in their own problems, not noticing the world around them.

scholarly journals ‘He Has a Better Chance Here, So We Stay’. Children’s Education and Parental Migration Decisions

2021 ◽  
pp. 67-85
Author(s):  
Magdalena Ślusarczyk ◽  
Agnieszka Małek
Keyword(s):  
Risk Society ◽  
Structured Interviews ◽  
Educational Support ◽  
Children's Education ◽  
Parental Migration ◽  
Life Chances ◽  
Migration Decisions ◽  
Children’S Education ◽  
Polish Migrants ◽  
Norwegian Education

AbstractIn our chapter we take the concept of agency and apply it to migrants’ search for a safe present and a good future for their children, who face the global challenges of living in a risk society. Our analysis draws on biographical, semi-structured interviews conducted with Polish migrants living in the capital area of Norway. The findings of our research show that, although the labour market and good living conditions are important for Polish migrants while taking migration decisions, it is their children’s education that frequently transforms a temporary stay into a permanent one. We argue that Polish migrant parents adopt the strategy of ‘purchasing’ education, which they consider to be more beneficial due to the principles and values of the Norwegian welfare state (especially equality and educational support). In our research we found that the interviewees consider a Norwegian education as a ‘currency’, a credential in the sense that it will give their children access to further studies and/or better jobs. We focus on the migrant strategies, which often take the character of ‘escaping forward’ in an attempt to increase the life chances of their children.

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