O desenvolvimento cognitivo e social da criança com Transtorno do Espectro Autista no ambiente escolar

Abstract

The present work addresses the theme, "The cognitive and social development of the autistic child in the school environment" and was developed with the aim of investigating which interventions and practices contribute to the better development and learning of children with Autistic Spectrum Disorder at school regular. Therefore, the aforementioned investigation sought an answer to the research problem. What are the pedagogical interventions and practices that contribute to the better cognitive and social development of children with autism spectrum disorder in the Early Years of Elementary School?" The research described, of an applied nature, qualitative in terms of approach, exploratory in relation to its objectives, in the field modality, it was developed through the Case Study methodology (GIL, 2008), with application of semi-structured interviews to educators who work in the Early Years of Elementary School, in a private school in Serra Gaúcha. These interviews were analyzed through discursive textual analysis (MORAES, 2003) and based on theoretical contributions such as Teixeira, Gaiato (2018), Braga (2018), Coll, Marchesi and Palácios (2004), Mantoan (2003), Almeida (2017) among others. Data analysis allowed the identification of the following blocks of studies: A look at social and school inclusion, Accessible methodologies to students with Autistic Spectrum Disorder and Family School and School: a relationship of acceptance and acceptance. Thus, the research carried out enabled a broad understanding of the theme related to methodologies and interventions that contribute to a better cognitive and social development of children with Autism Spectrum Disorder in the regular school system. As a result of the research, it is possible to affirm that the child with autism has the right to quality education, as well as the professionals who attend and this student must adapt the necessary pedagogical activities and practices, contextualizing and welcoming each specificity presented. [resumo fornecido pelo autor]