Inclusion of students with Autism Spectrum Disorder (ASD) in the classroom and the Individualized Educational Plan (PEI)
The inclusion of students with autism in regular classes still presents many challenges. The individualized educational plan (IEP) is a guiding tool that can be very useful in the inclusion process. Considering this importance, the general objective of this work was to reflect on the possibilities o...
| Autores: | , , |
|---|---|
| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal do Piauí (UFPI) |
| Repositório: | Linguagens, Educação e Sociedade (Online) |
| Idioma: | português |
| OAI Identifier: | oai:periodicos.ufpi.br:article/4334 |
| Acesso em linha: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4334 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Transtorno do Espectro Autista (TEA) Planejamento escolar inclusivo Prática Pedagógica Trastorno del Espectro Autista (TEA) Planificación escolar inclusiva Práctica Pedagógica Autism Spectrum Disorder (ASD) Inclusive school planning Pedagogical Practice |
| Resumo: | The inclusion of students with autism in regular classes still presents many challenges. The individualized educational plan (IEP) is a guiding tool that can be very useful in the inclusion process. Considering this importance, the general objective of this work was to reflect on the possibilities of the PEI in relation to the training processes of students with ASD in regular education and, as specific objectives, to understand the function of the PEI and verify how it can be operationalized in the context of the classroom. To answer these objectives, a bibliographical research was carried out on the topic. The studies analyzed indicate that the concept of PEI is still recent in the Brazilian panorama and, although it is supported by public educational policies, it is still little used in schools. And, when it is used, in addition to being called in different ways, its structure is also not standardized. Furthermore, it was found that there is often a lack of information to develop an effective plan. In this sense, the need to expand studies with a view to minimally standardizing and operationalizing it is evident, given that there are divergences regarding the implementation and monitoring of aspects related to the school life of students with ASD. |
|---|