Autism and school: perspectives of parents and teachers

Author(s)

Ana Gabriela Lopes Pimentel

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Faculdade de Medicina (FM/SBD)
• Defense date: 2013-03-19

Examining board members

Fernanda Dreux Miranda Fernandes; Daniela Regina Molini Avejonas; Ana Luiza Pereira Gomes Pinto Navas

• Advisor: Fernanda Dreux Miranda Fernandes

Abstract

The aim of this research is to describe the schooling situation of children and adolescents of the west region of the great São Paulo area, with diagnosis included on the autism spectrum. Is proposes to specifically assess what the individual with Autism Spectrum Disorder (ASD) produces while attending school; which are the abilities and inabilities the teacher identify; if the school environment is adequate to these students and identify the child’s reality as observed by the family. Subjects were 56 caregivers of ASD children and adolescents that attended weekly sessions of specialized language therapy and 51 teachers of regular and special schools with ASD individuals in their classrooms. Two questionnaires were applied, one for the caregivers and other to the teachers. Qualitative and quantitative analysis were applied to the data. The social-demographic results point out that most of the caregivers have mean educational level and middle-lower income. Most of the teachers were female, had 31 to 40 years and were graduated in Educational Practice, with 1 to 20 years of experience. The caregivers considered that the school was a positive experience to their children (85%); social development was mentioned as the area with larger improvement by 53% of them. Other areas of benefit (learning, independency, communication and behavior) were mentioned by 18% of the caregivers while 14% of them didn’t perceive any positive effect related to their children schooling experience. The teachers affirmed believing that they have a positive influence, mainly regarding communication and personal relationships. However, they also refer that the difficulties are mostly related to the child’s learning, communication and behavior. They considered that the school provides enough support to their work but that there is very little support by other professionals and lack of educational technology. These results show teachers’ and caregivers’ expectations about the schooling experience. It is worrisome, however, that the main positive result of this experience according most of the participants, is the social development. The lack of attention to the educational results may be due to one of two factors: either the ASD children’s educational potential is being underestimated or these results are being overseen by the persons that should share the responsibilities for its quality. (AU)

• FAPESP's process: 10/12786-0 - AUTISM AND SCHOOL: PERSPECTIVE OF PARENTS AND TEACHERS.
• Grantee: Ana Gabriela Lopes Pimentel
• Support Opportunities: Scholarships in Brazil - Master