Formação colaborativa de docentes em educação profissional e tecnológica inclusiva para o ensino de alunos com Transtorno do Espectro do Autismo (TEA)

Abstract

Although students diagnosed with Autism Spectrum Disorder (ASD) are legally supported by protective measures to access Higher and Professional Education Institutions, studies on the customization of environments that favor their academic success are scarce. The adoption of customization procedures also favors the insertion and permanence of the egress student in the labor world. From this perspective, teacher training is a major theme when it comes to evaluating the effectiveness of teaching procedures addressed to the contingent of students with disabilities – a group of which those diagnosed with ASD are. In this scenario, the objective of this study was to evaluate the contributions of a collaborative consultancy program for teacher training of the Federal Institute of Rio Grande do Norte (IFRN) on the teaching process for students with ASD. The study, characterized as collaborative action research, was divided in three phases: in the first phase, after consent of the ethics committee, a survey of the knowledge and training demands of 49 teachers of the Institution about ASD was carried out, as well as analyzed the perception of two students with ASD about their own schooling process. In the second stage a training course was performed, which was divided into two modules, for 37 professors. Through interviews and surveys applied in the third study phase, knowledge gains and changes in teaching practices were evaluated both from the point of view of teachers and students. The results of this study indicate actions that favor social and educational inclusion of students with ASD in Higher and Professional Educational Institution.