Adaptação na educação infantil de crianças com transtorno do espectro autista: relatos das famílias
Resumen
Early Childhood Education, the first stage of Basic Education, includes the dimensions
of caring, educating and playing. This phase is responsible for the child's first contact
with a new environment, routine and people, moving them away from their family
environment. Therefore, attention is needed during this period of adaptation, with the
family being the protagonist and fundamental to its success. When you have a child
with a disability or autism, family dynamics undergo changes, which must be based on
the specific needs of the children. Thus, when entering Early Childhood Education,
children with disabilities can cause insecurity in their parents. Establishing a
relationship of trust between the family and the school becomes essential in this
scenario. Therefore, the present study sought to analyze the school adaptation of
children with disabilities, according to the families' opinions. The study design was
descriptive and exploratory in nature. It had the participation of five parents, who
carried out the interview in person or remotely, depending on their preference, guided
by a semi-structured script. Through the results, it was understood that families enrolled
their children with disabilities in Early Childhood Education with a view to their
development and socialization. However, in some cases the adaptation process is still
not successful, mainly because there are no exchanges with the institution before entry
and during the child's stay at school. Legal services and adaptations to activities have
not yet been observed, requiring the child himself to adapt to what was offered. The
Early Childhood Education institution contributed to the development of children, from
the parents' perspective. Furthermore, the effective relationship between the family and
the school is not present, contributing to the feeling of distrust in relation to the work
carried out by education professionals. For effective communication, it is important to
invest in continued training of the school team, quick and easy contact between both
parties and the promotion of an inclusive school culture, which provides space for
parents to express their concerns, benefiting the school community as a whole
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