O papel do assistente terapêutico no processo de inclusão de crianças com transtornos do neurodesenvolvimento no convívio familiar, social e escolar

Abstract

This article is guided by the following question: what are the main strategies that the Therapeutic Assistant uses to stimulate the learning of neuroatypical children, also helping in their behavioral control? The interest and motivation in choosing this research topic arose from experiences, reflections and learning during the Pedagogy course, as well as a greater interest in deepening the process of inclusion of children with Disorders in educational institutions. In this sense, we adopted, as a general objective, to analyze how the Therapeutic Assistant contributes to the child's learning, helping to manage inappropriate behaviors and encouraging attention to pedagogical activities. And, as specific objectives, identify how the TA seeks to plan the strategies that are most appropriate for the child's learning and permanence inside or outside of school; verify how it is possible to make this learning stimulating so that the child can develop, both in its acquisition and in its conduct and, finally, understand how it is possible for this professional to help parents and teachers in controlling the child's behavior, whether for socializing social and/or school. The investigation is basic in nature, with a qualitative and exploratory approach in terms of objectives. The subjects of this research were four Therapeutic Assistants working in a Multidisciplinary Clinic. Regarding the procedures, a literature search was carried out followed by a case study. Thus, we read texts by authors who guided our analyses, such as Benczik, Casella, Pitiá, Santos, Lima, Cristina, Neto, Amarantes and others. For the case study, a questionnaire with 19 semistructured questions was applied. The research results highlighted the importance of TA in caring for neuroatypical children. Furthermore, we realize that your assistance can significantly contribute to the full development of these children both at school, in the family or in other environments.