The Context of The Inclusion of Children with Autistic Spectrum Disorder in Early Childhood Education
DOI:
https://doi.org/10.31686/ijier.vol9.iss1.2868Keywords:
children with ASD, early childhood education, social attitudes, inclusionAbstract
The Autism Spectrum Disorder (ASD) is a Neurodevelopment Disorder which involves a few deficits pertaining to social and communication skills, as well as repetitive and restrictive behaviors. Brazilian law nº 12.764 of 2012 guarantees and protects the rights of those with ASD. This study’s main objective is to describe the process of inclusion of children with ASD in public institutions of Early Childhood Education in the city of São Luís, Maranhão state, based on the perception of family members and the staff from said institutions. An exploratory descriptive research with a qualitative approach was conducted in two Early Childhood Education institutions with attending ASD children. Participants were 4 family members of children with ASD and 16 staff members who worked with the ASD children in the institutions. After receiving the consolidated opinion from the Ethics Committee (CEP/CONEP/UFMA, Nº 2.891.951), data were collected through semi structured interviews consisting of two scripts: one for family members, and the other for staff. Results showed that although the majority of children with ASD were well treated and accepted by staff and other children without disabilities, there are still many barriers to overcome in the context of Inclusive Education in Early Childhood Education. Among these barriers are those caused by stigmas related to the disorder in question, as well as the fear and/or rejection by parents and other family members of the interaction between their non-disabled children and those with ASD. Most people working with ASD children still feel unprepared. There is a lack of partnership between the studied institutions and the family members of children with ASD, which leads to another barrier to their inclusion in Early Childhood Education.
References
Aguiar, M. C. M., & Pondé, M. P. (2017). A exclusão na inclusão de crianças com transtorno do espectro autista em escola regular. Revista Debates em Psiquiatria, 7, 6-11. DOI: https://doi.org/10.25118/2236-918X-7-3-2
Amaral, L. A. (1998). Sobre crocodilos e avestruzes: falando de diferenças físicas, preconceitos e sua superação. In: L. A. Amaral. Diferenças e preconceitos na escola: alternativas teóricas e práticas (2ª ed.). São Paulo: Summus.
American Psychiatry Association. (2013). Diagnostic and Statistical Manual of Mental disorders - DSM-5 (5th ed.). Washington: American Psychiatric Association. DOI: https://doi.org/10.1176/appi.books.9780890425596
Brito, M. C. (2017). Transtornos do espectro do autismo e educação inclusiva: análise de atitudes sociais de professores e alunos frente à inclusão. Revista Educação Especial, (59), 657-668. DOI: https://doi.org/10.5902/1984686X28086
Cabral, C. S., Marin, A. H. (2017). Inclusão escolar de crianças com transtorno do espectro autista: uma revisão sistemática da literatura. Educação em Revista, 33, e142079. DOI: https://doi.org/10.1590/0102-4698142079
Campbell, J. M. (2006). Changing children’s attitudes toward autism: a process of persuasive communication. Journal of Developmental and Physical Disabilities, 18(3), 251-272. DOI: https://doi.org/10.1007/s10882-006-9015-7
Carvalho, R. E. (2006). Educação inclusiva com os pingos nos “is”. Porto Alegre: Mediação.
Chahini, T. H. C., & Souza, A. Z. R. (2016, novembro 25-27). Inclusão de crianças com deficiência na educação infantil [Congresso]. Congreso Nacional de Educación Comparada, Sevilla, Espanha.
Chambres, P., Auxiette, C., Vansingle, C., & Gil, S. (2008). Adult attitudes toward behaviors of a six-year: old boy with autism. Journal of Autism and Developmental Disorders, 38(1), 1320-1327. DOI: https://doi.org/10.1007/s10803-007-0519-5
Ferreira, R. F. A. (2017). Inclusão de crianças com transtorno do espectro autista na educação infantil: o desafio da formação de professoras [Dissertação de Mestrado]. Universidade Federal de Minas Gerais.
Lei nº 12.764, de 27 de dezembro de 2012. (2012, 27 de dezembro). Institui a Política Nacional de Proteção Dos Direitos da Pessoa Com Transtorno do Espectro Autista e Altera o Parágrafo 3 do Artigo 98 da Lei 8.112, de 11 de dezembro de 1990. Diário Oficial da União, seção 1. Recuperado em 29 de outubro, 2020, de http://www.planalto.gov.br/ccivil_03/_ato2011-2014/2012/lei/l12764.htm.
Lei nº 13.146, de 6 de julho de 2015. (2015, 7 de julho). Dispõe sobre a Lei Brasileira de Inclusão da Pessoa com Deficiência. Diário Oficial da União, seção 1. Recuperado em 29 de outubro, 2020, de http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm.
Luz, M. H. S., Gomes C. A., & Lira, A. (2017). Narrativas sobre a inclusão de uma criança autista: desafios à prática docente. Educación, 26(50), 123-142. DOI: https://doi.org/10.18800/educacion.201701.007
Ministério da Educação. (2008). Política Nacional de Educação Especial na perspectiva da Educação Inclusiva. Brasília: Secretaria de Educação Especial. Recuperado em 29 de outubro, 2020, de http://portal.mec.gov.br/arquivos/pdf/politicaeducespecial.pdf.
Ministério da Educação. (2009). Resolução CNE/CEB nº 05, de 17 de dezembro de 2009. (2009, 18 de dezembro). Fixa as Diretrizes Curriculares Nacionais para a Educação Infantil. Diário Oficial da União, seção 1. Recuperado em 29 de outubro, 2020, de http://www.seduc.ro.gov.br/portal/legislacao/RESCNE005_2009.pdf.
Omote, S. Estigma no tempo da inclusão. Revista Brasileira de Educação Especial, 10(3), 287-308.
Rodrigues, A., Assmar, E. M. L., & Jablonski, B. (2009). Psicologia social. Petrópolis: Vozes.
Triviños, A. N. S. (1987). Introdução à pesquisa em ciências sociais: a pesquisa qualitativa em educação. São Paulo: Atlas.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Thelma Helena Costa Chahini, Isaac Pereira Viana
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
Accepted 2020-12-20
Published 2021-01-01
Most read articles by the same author(s)
- Thelma Helena Costa Chahini, Ana Karina Verde Sampaio Mendes, Naysa Christine Serra Silva, The Relevance of Learning Brazilian Sign Language to The Socialization of Deaf People , International Journal for Innovation Education and Research: Vol. 8 No. 9 (2020): International Journal for Innovation Education and Research
- Joseana Costa Lemos, Thelma Helena Costa Chahini, University Library and Accessibility in the Remote Assistance to Users with Sensorial Disability , International Journal for Innovation Education and Research: Vol. 8 No. 10 (2020): International Journal for Innovation Education and Research