Engajamento de crianças com Transtorno do Espectro Autista nas rotinas da educação infantil
Resumen
Child development monitoring is increasingly essential for identifying potential and
difficulties in learning. Engagement in routines is one of the factors that can contribute
to the achievement of children's goals in a variety of areas, whether they have typical or
atypical development. The beginning of the school life of children with Autism
Spectrum Disorder (ASD) can be a challenge for quality participation in Early
Childhood Education routines. In this way, understanding the functioning and profile of
engagement in school routines can make an important contribution, both to the
educators and family members, and also to the gain of academic knowledge. Therefore,
the present study aimed to identify how the engagement of children aged 3 to 5 years
old with a diagnosis of ASD in the routines of Early Childhood Education occurred,
from the point of view of educators. The research was carried out in the national
territory and the method was quantitative and descriptive, without manipulation of
variables. Data collection and analysis took place under the following structure:
response to an online form via “Google Forms” by each child's educator, with questions
of the ClaMEISR’s instrument - Classroom Measure of Engagement, Independence, and
Social Relationships. The objective of the protocol is to help the school team and the
family in the evaluation of the routines of children aged between 3 and 5 years old. The
score was obtained through questions about activities carried out by the children during
a day at school, making it possible to assess how engaged the child was in each of their
routines, so this could be monitored and worked on. As a result, it was found that the
children with ASD did not show sophisticated engagement in the analyzed routines,
demonstrating the need for curricular adaptations as something fundamental for
expanding engagement in the educational context for students who are part of school
inclusion programs. In the conclusion there is the suggestion of future studies to cover
different age groups, in order to understand the impacts of engagement in the scholar
context, and also how the environmental factors may favor or limit it.
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