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Estratégias promotoras da participação oral de um aluno com perturbação do espetro do autismo em sala de aula
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Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II (PES II), integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico, ministrado na Escola Superior de Educação de Lisboa. A primeira parte do relatório destina-se à descrição detalhada dos dois estágios realizados no âmbito da PES II e à sua análise crítica e reflexiva. A segunda parte do relatório centra-se, então, no estudo desenvolvido, com a temática “Estratégias que promovem a participação oral de um aluno com Perturbação do Espetro do Autismo em sala de aula”. O estudo foi realizado no contexto do 1.ºCEB, numa turma de 1.º ano e envolveu a professora cooperante e os alunos da turma, sendo que se focou no aluno com Perturbação do Espetro do Autismo (PEA). Tendo em conta os objetivos definidos, foi utilizada uma abordagem metodológica de natureza qualitativa, na modalidade de estudo de caso. Para recolha de dados foram utilizadas as técnicas de observação direta, entrevista semiestruturada, pesquisa documental e testes sociométricos. Os dados das observações, da entrevista e da pesquisa documental foram analisados com recurso à análise documental, análise de conteúdo e à análise de redes sociais. Após a análise dos dados, conclui-se que o aluno com PEA tem um bom desempenho académico, mas a sua participação oral é afetada pela insegurança e medo de falhar, preferindo trabalhar individualmente. Estratégias como a proximidade do adulto, clareza nas instruções orais, uso de instruções escritas, repetição de instruções e feedback constante, são importantes para facilitar a sua participação oral. A confiança no professor e um ambiente emocionalmente seguro incentivam a sua participação, enquanto o feedback positivo aumenta a autoestima e a motivação. Estas estratégias são eficazes porque aumentam a segurança e a confiança do aluno, promovendo um ambiente inclusivo e encorajador da participação oral.
This report was developed as part of the Supervised Teaching Practice II (PES II) course, wich is a component of the Master's Degree in Teaching for 1st Cycle Basic Education (CEB) and 2nd Cycle Basic Education Maths and Natural Sciences, offered by the Lisbon School of Education. The first part of the report describes a detailed description of the two internships carried out as part of PES II, providing a critical and reflective analysis of them. The second part focuses on the study conducted, which is titled "Strategies that promote the oral participation of a student with Autism Spectrum Disorder in the classroom". The study was carried out in a 1st grade class and involved the co-operating teacher and the students, with particular focus on a student with Autism Spectrum Disorder (ASD). Taking into account the defined objectives, a qualitative methodological approach was adopted, in the form of a case study. Data collection methods included direct observation, semi-structured interviews, documentary research, and sociometric tests. The data from these observations, interviews and documentary research were analyed using document analysis, content analysis and social network analysis. The data analysis concluded that students with ASD perform well academically, but their oral participation is hindered by insecurity and fear of failure, leading them to prefer individual work. Strategies such as close proximity to an adult, clear oral instructions, written instructions, repetition of instructions, and constant feedback are crucial for facilitating their oral participation. Trust in the teacher and an emotionally safe environment encourage their participation, while positive feedback increases self-esteem and motivation. These strategies are effective because they enhance the student's security and confidence, promoting an inclusive environment that encourages oral participation.
This report was developed as part of the Supervised Teaching Practice II (PES II) course, wich is a component of the Master's Degree in Teaching for 1st Cycle Basic Education (CEB) and 2nd Cycle Basic Education Maths and Natural Sciences, offered by the Lisbon School of Education. The first part of the report describes a detailed description of the two internships carried out as part of PES II, providing a critical and reflective analysis of them. The second part focuses on the study conducted, which is titled "Strategies that promote the oral participation of a student with Autism Spectrum Disorder in the classroom". The study was carried out in a 1st grade class and involved the co-operating teacher and the students, with particular focus on a student with Autism Spectrum Disorder (ASD). Taking into account the defined objectives, a qualitative methodological approach was adopted, in the form of a case study. Data collection methods included direct observation, semi-structured interviews, documentary research, and sociometric tests. The data from these observations, interviews and documentary research were analyed using document analysis, content analysis and social network analysis. The data analysis concluded that students with ASD perform well academically, but their oral participation is hindered by insecurity and fear of failure, leading them to prefer individual work. Strategies such as close proximity to an adult, clear oral instructions, written instructions, repetition of instructions, and constant feedback are crucial for facilitating their oral participation. Trust in the teacher and an emotionally safe environment encourage their participation, while positive feedback increases self-esteem and motivation. These strategies are effective because they enhance the student's security and confidence, promoting an inclusive environment that encourages oral participation.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais
Keywords
Educação Inclusiva Estratégias Perturbação do Espetro do Autismo Participação 1.º CEB Inclusive education Strategies Autism spectrum disorder Participation 1st CBE
Citation
Falcão, M. I. A. (2024). Estratégias promotoras da participação oral de um aluno com perturbação do espetro do autismo em sala de aula [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/21453
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa