Students with autism spectrum disorder as triggers of training processes

Política e Gestão Educacional. 2018;22(2):890-904 DOI 10.22633/rpge.unesp.v22.nesp2.dez.2018.11919

 

Journal Homepage

Journal Title: Política e Gestão Educacional

ISSN: 1519-9029 (Online)

Publisher: Universidade Estadual Paulista

Society/Institution: Universidade Estadual Paulista, Faculdade de Ciências e Letras

LCC Subject Category: Education: Education (General) | Education: Special aspects of education

Country of publisher: Brazil

Language of fulltext: Spanish; Castilian, Portuguese, English

Full-text formats available: PDF

 

AUTHORS

Sandra Cordeiro de Melo (Universidade Federal do Rio de Janeiro – (UFRJ), Praia Vermelha.)
Mylene Cristina Santiago (Universidade Federal de Juiz de Fora – (UFJF), Bairro Martelos)

EDITORIAL INFORMATION

Blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 12 weeks

 

Abstract | Full Text

This study aims to reflect on how the students with autism spectrum disorder can trigger changes in the training processes in regular schools so as to facilitate all the students’ learning. It presents the evolution of the autism spectrum disorder nosology by taking into consideration that the teacher must know each student in order to follow his or her learning process. This nosology  also considers that the teacher must  distance himself or herself enough to perceive the class demands. The chapter seeks to analyse reports from a research with teachers at elementary schools in the state of Rio de Janeiro. The reports are related to those teachers’ performances in classrooms with at least one student with autism spectrum disorder. It proposes that the assistive technologies, which are used and known mainly by the Special Education teachers, can serve as powerful tools when used by the regular classroom teacher.