Análise da situação de inclusão de alunos com transtorno do espectro autista a partir de registro escolar diário

Abstract

Autistic Spectrum Disorder (ASD) is defined as a neurodevelopmental disorder characterized by deficits in the development of two areas: social communication skills and behavioral abilities, with the presence of repetitive and stereotyped behaviors and/or interest. Symptoms should be present at early age and may vary in need of help and support. The inclusion of Special Education Target Audience (SETA) students in regular schools, among them students with ASD, has been growing every year, especially after the National Policy for the Protection of the Rights of People with Autism Spectrum Disorder (2012). The increase in enrollment guaranteed one of the rights provided in Brazilian legislation: universal access to education. However, ensuring the learning of students with autism in ordinary schools is still a challenge.This study aimed to analyze the school inclusion of 30 students with autism, with a broad development profile and enrolled in regular schools, based on the analysis of a school record. The qualitative and descriptive research used documental analysis as a procedure. The Daily School Record (DSR) was used for analysis. The DSR is an instrument that was developed in a center specialized in attending people with ASD with the purpose of recording the activities carried out by the student in the school environment. In this research, was analyzed the DSRs of a sample of 30 students with autism from the years 2016 and 2017. The categories used in the analysis are those included in DSR, namely: activities similar to those of the class or activities different from those of the class; if identical, activities should be considered at their level of understanding and help; if different from the class, the activities would be considered as planned or not. The categories were analyzed based on a concept proposed in this research, the Inclusion Situation, divided into types from 1 to 4. The hypothesis is that through the DSR records it would be possible to describe the Inclusion Situation of the student, the frequency analysis of the categories described above. The analysis of the data allowed to conclude that the student's of autism degree is not the only element that determines the Inclusion Situation. Students with severe autism were found to be included in many activities similar to their class. However, on the other hand, it was noted that severe autism when associated with more advanced degree may imply a percentage increase in individual activities. At this point the research clarified the difference between what are different activities from the class and what are planned activities. Finally, it is possible to affirm that the DSR presented a picture of the Inclusion Situation of the students of the sample. The concept of Inclusion Situation can help the teacher in making decisions about the student's school progress and the DSR can become an important tool in schools, especially if used in conjunction with the Individual Development Plan.