Scholarship 22/10624-0 - Crianças, Educação infantil - BV FAPESP
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THE CHILD'S LOOK AND TEACHING PRACTICE IN AUTIST SPECTRUM DISORDER: A PARTICIPANT OBSERVATION IN A MUNICIPAL SCHOOL OF CHILD EDUCATION IN SÃO PAULO

Grant number: 22/10624-0
Support Opportunities:Scholarships in Brazil - Scientific Initiation
Start date until: October 01, 2022
End date until: September 30, 2023
Field of knowledge:Humanities - Education
Principal Investigator:Andrea Perosa Saigh Jurdi
Grantee:Alanis Raabe Honorio da Silva
Host Institution: Instituto de Saúde e Sociedade (ISS). Universidade Federal de São Paulo (UNIFESP). Campus Baixada Santista. Santos , SP, Brazil

Abstract

Introduction: inclusive education has the main purpose of including and welcoming individuals who have certain changes, whether physical or psychological. One of the principles of this paradigm is precisely the coexistence of children with atypical development with children with typical development, providing opportunities for social and emotional relationships that favor the development of individuals. In the school context, respect for differences needs to be considered in everyday practices so that the process of school inclusion of children with Autism Spectrum Disorder can happen satisfactorily. Objective: to understand how children perceive the differences between peers, especially in the relationship with those who have atypical development, focusing on Autism Spectrum Disorder. Method: qualitative research that will use participant observation for data collection. The research scenario will be an early childhood education school in the municipal education network of the city of São Paulo. Will be participating in the research a regular teacher and students from the kindergarten class aged from four to six years. The observation will be recorded in the researcher's research diary. Data will be analyzed through content analysis. Expected Results: it is expected that the teacher's attitudes and behavior in the face of differences can strengthen the process of school inclusion of children with ASD.

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