CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW

Authors

  • SÍGLIA PIMENTEL HÖHER CAMARGO Universidade Federal de Pelotas (UFPel). Pelotas, RS, Brasil
  • GABRIELLE LENZ DA SILVA Universidade Federal de Pelotas (UFPel). Pelotas, RS, Brasil.
  • RENATA OLIVEIRA CRESPO Universidade Federal de Pelotas (UFPel). Pelotas, RS, Brasil.
  • CALLEB RANGEL DE OLIVEIRA Universidade Federal de Pelotas (UFPel). Pelotas, RS, Brasil.
  • SUELEN LESSA MAGALHÃES Universidade Federal de Pelotas (UFPel). Pelotas, RS, Brasil.

Keywords:

inclusion, autism, continuing education for teachers

Abstract

This study investigated the main difficulties, challenges and barriers faced by teachers of
students with Autism Spectrum Disorders (ASD) included in mainstream schools. Nineteen (19)
teachers of students with previous medical record of ASD included in general and public schools of Pelotas/RS participated of this study. Data were collected through a semi structured interview guide
and analyzed through a content analysis technique. The results indicate the need of providing
continuing training activities that are less general and more focused in the teachers’ needs, especially
those related to behavior (how to deal with) e pedagogical (how to teach and evaluate) to create the
favorable conditions for learning and development of students with ASD in inclusive setting.

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Published

2020-10-30

How to Cite

PIMENTEL HÖHER CAMARGO, S. ., LENZ DA SILVA, G. ., OLIVEIRA CRESPO, R. ., RANGEL DE OLIVEIRA, C. ., & LESSA MAGALHÃES, S. . (2020). CHALLENGES IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM IN INCLUSIVE SETTING: GUIDELINES FOR CONTINUING EDUCATION IN THE TEACHERS’ VIEW. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/37828

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

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