Atuação dos professores do Vale do Piancó diante de criança com transtorno do espectro do autismo

Abstract

This study aims to understand the role of teachers-facilitators-mediators in early childhood education in the face of managing teaching and learning with children with Spectrum Disorder or Autism, to identify the praxis performed in children with Spectrum Disorder or Autism and to understand how development occurs. activities carried out and describe the pedagogical process of teaching and learning. Autism Spectrum Disorder (ASD) presents at various levels and atypical classifications which correspond to compromised psychic and behavioral manifestations and characterized by the diagnosis anchored in the triple: socio-communicative, repetitive behaviors and stereotypes, which may be compatible to degree: mild, moderate or severe which damages the learning process. This study is an exploratory field research in a descriptive qualitative and quantitative approach, based on the theoretical contribution of early childhood education and its interface with inclusive education from the understanding of teachers regarding the learning process of the child who fits in the Autism Spectrum Disorder-ASD in the region of Vale do Piancó-PB. The lack of knowledge makes the early diagnosis of ASD among educators difficult. It is important to emphasize that the educator has knowledge and know about the level of knowledge in which the autistic child is. The construction, evaluation and reassessment of the child's treatment planning are multiple interventions and approaches should be structured in accordance with the development of life. Thus, the focus is on special education and family support. Pointing out these strategies means enabling the development of teaching and learning. Teachers know that ASD causes linguistic damage that is associated with non-verbal communication, social interaction, symbolic speech problems, difficulty in understanding speech and expressions in general. And for that, proper pedagogical, clinical and social intervention is needed. Because, it causes damage to cognitive and behavioral functioning that autism characterizes by abnormal or altered development. These considerations lead us to think that teachers know about the nature of autism and its degrees, however, they do not know how to work with the strategic, pedagogical and didactic resources anchored in the technical management of TEACCH, PECS and ABA. Making use of these strategies aims to teach the child skills, work communication through the exchange of pictures, making reference to treatment and regular and inclusive education.