Banca de QUALIFICAÇÃO: CAMILA VITORIO ROCHA RIBEIRO DE SOUZA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : CAMILA VITORIO ROCHA RIBEIRO DE SOUZA
DATE: 29/09/2025
TIME: 15:00
LOCAL: Remoto - Link da videochamada: https://meet.google.com/euz-nxab-sau
TITLE:

Schooling of students with autism spectrum disorder (ASD): contributions to teacher training

KEY WORDS:

Autism. Teacher training. School inclusion. Interventional research.

PAGES: 115
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study, developed within the Professional Master's Program in Inclusive Education in the National Network (PROFEI), at the Federal University of Rondonia, Ji-Parana Campus, aims to analyze the contributions of a teacher training course in supporting teachers and teaching assistants who served students with Autism Spectrum Disorder (ASD) in the regular classroom. The specific objectives are: a) to assess the teachers' training profile; b) to describe their knowledge regarding the theoretical, methodological, and pedagogical aspects involved in the education of students with ASD, before and after the course; c) to discuss the challenges faced by teachers and their main training demands for better serving students with ASD in the regular classroom; d) to develop a teacher training course focused on ASD; e) to reflect on the contributions of the training program in helping to overcome and/or minimize the challenges faced by teachers in serving students with ASD. The research was based on theoretical frameworks on teacher training and the education of students with ASD, in addition to empirical research on the topic conducted in recent years. This qualitative, interventional study was conducted at a public school in the municipality of Rondolandia, Mato Grosso. Two teachers and a development assistant who were teaching students with ASD in a third-grade elementary school class in 2025 participated. Data collection instruments included an identification form, semi-structured interviews, participant observation, a case study form, a field notebook, and a training evaluation instrument. The research was conducted in three stages: identification of training needs, planning and structuring of the training, and development of training and evaluation meetings. The partial results indicate that participants had few training opportunities focused on special education. They also identified their main needs as understanding the characteristics of students with ASD, the responsibilities of teachers and teaching assistants, and the adaptation of curricular activities with a focus on pedagogical mediation. Based on these needs, a 16-hour training course was conducted, covering knowledge about ASD, restricted stimulus control, Mediated Learning Experiences (MLE), and curricular adaptations. As a result of the training, participants expanded their existing knowledge of Autism Spectrum Disorder, reorganized the classroom environment and practices, and challenged themselves to adapt academic activities for students with ASD. In addition to these results, the research also included the development of a prototype educational resource in the form of a booklet, written in accessible language, containing guidelines and training content aimed at serving students with ASD in schools.

COMMITTEE MEMBERS:
Presidente - 1634499 - FLAVIA PANSINI
Interna - 1735827 - NEIDIMAR VIEIRA LOPES GONZALES
Interna - 2583970 - MARCIA ROSA ULIANA
Externo ao Programa - 1713587 - PAULO APARECIDO DIAS DA SILVA - UNIRExterna ao Programa - 1422940 - GILMARA YOSHIHARA FRANCO - UNIR