Creche: proposta de curso presencial e a distância para atuar com alunos com Transtorno do Espectro Autista
Garcia, Rafael Vilas Boas
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Brazilian laws throughout educational history present the inclusion of people with disabilities as a challenge to be overcome in quality education for all. However, there are notes in the literature indicating that teacher education and conditions in school practices are not suitable for it, especially in day care centers. Thus, this research aimed to elaborate, develop and evaluate the results of a training course for daycare teachers for practices for students with Autistic Spectrum Disorder in the presential and distance modalities. It is hypothesized that an individualized didactic model that incorporates fundamental aspects for teacher education for inclusive education is possible to replicate in differentiated and effective educational models for use by/for teachers. To this, a qualitative research was conducted, applied nature and with exploratory objectives in person and, then, in a distance education model. Nine teachers from a day care center in a city in the interior of the state of São Paulo participated in these training sessions, in person and 25 teachers from another city in a distance education model. For teaching, in both formations, the Personalized Instruction System (PSI) was used as a didactic model, organized and adapted according to the educational model of education, and a selection of contents based on the social view of disabilities. MOODLE was used for distance education, using the same resources used in classroom training, however, adapted according to the nature of the educational model. The results indicated that the didactic model PSI proved to be effective for the training of daycare teachers from both perspectives of the educational models (presential and distance education). The use of this model, as well as respecting the quality steps for distance education pointed out in the literature represented a dropout number of only 7% in the distance education model evasion. Literature data point to a number ranging from 40% to 60%. Finally, it is concluded that the elaboration of a course based on the knowledge of teachers' demand, the use of multimedia resources, the division of contents into small stages and progressive evaluations of the student-teacher repertoire represents an important resource for teacher training for inclusion of children with ASD, both in person face-to-face and in the distance education model.