Individualized educational planning for students with autism and/or intellectual disabilities: possibilities for remote inclusive high school

Abstract

Individualized Educational Planning (IEP) has been a strategy documented in the literature as promising for the inclusion of students with Intellectual Disabilities (ID) and/or Autistic Spectrum Disorder (ASD). With the arrival of such students in high school, it is questioned about the use of IEP in this school modality, especially in the current condition, which involves remote teaching mediated by technology. This research aimed to verify if, from the elaboration of IEPs centered on the individual, there is an improvement in the academic and social performance of students with ID and ASD enrolled in the common public high school. For this purpose, four IEPs will be built in partnership with the education professionals involved with each student, in addition to the respective parents and the students themselves as protagonists. Data collection will take place through the use of technology, while the teaching model is remote, mediated by videoconference, both for the elaboration and application of the PEI. Evaluations will be used to survey the entry repertoire and reapplied at the end, as a post-test measure. It is hoped that this project can contribute to the dissemination of actively inclusive methodologies and encourage the development of research in the area of inclusive public high school, even in the current situation that involves remote education.