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Desafios da Inclusão Escolar e Social de Alunos com Perturbação do Espetro do Autismo: análise de políticas e práticas
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Este estudo analisa os desafios da inclusão escolar e social de alunos com Perturbação do Espetro do Autismo (PEA), articulando políticas educativas com práticas concretas observadas no contexto escolar. A investigação segue uma metodologia qualitativa, recorrendo a entrevistas semiestruturadas a profissionais que trabalham diretamente com alunos com PEA. Os resultados evidenciam que a implementação da educação inclusiva exige respostas diferenciadas, cooperação entre docentes, técnicos especializados e famílias, e uma intervenção consistente das Equipas Multidisciplinares e dos Centros de Apoio à Aprendizagem. A diversidade de perfis dentro da PEA impõe adaptações pedagógicas contínuas e recursos especializados adequados. No âmbito da transição para a vida adulta, destaca-se a importância do Plano Individual de Transição e das experiências de formação prática em contexto de trabalho. Persistem, contudo, obstáculos relevantes: limitada sensibilização do tecido empresarial, apoios insuficientes e falta de incentivos que promovam a contratação e a manutenção de jovens com PEA no mercado laboral.
This study examines the challenges associated with the school and social inclusion of students with Autism Spectrum Disorder (ASD), integrating an analysis of educational policies with the concrete practices observed in school settings. The research adopts a qualitative methodology, drawing on semi-structured interviews with professionals who work directly with students with ASD. The findings indicate that the implementation of inclusive education requires differentiated responses, effective collaboration among teachers, specialised staff and families, and consistent intervention from Multidisciplinary Support Teams and Learning Support Centres. The heterogeneity of ASD profiles necessitates continuous pedagogical adaptations and adequate specialised resources. Regarding the transition to adulthood, the study highlights the relevance of Individual Transition Plans and practical training experiences in real work contexts. However, several obstacles persist, namely limited awareness within the business sector, insufficient support mechanisms, and the lack of incentives that encourage the recruitment and retention of young people with ASD in the labour market.
This study examines the challenges associated with the school and social inclusion of students with Autism Spectrum Disorder (ASD), integrating an analysis of educational policies with the concrete practices observed in school settings. The research adopts a qualitative methodology, drawing on semi-structured interviews with professionals who work directly with students with ASD. The findings indicate that the implementation of inclusive education requires differentiated responses, effective collaboration among teachers, specialised staff and families, and consistent intervention from Multidisciplinary Support Teams and Learning Support Centres. The heterogeneity of ASD profiles necessitates continuous pedagogical adaptations and adequate specialised resources. Regarding the transition to adulthood, the study highlights the relevance of Individual Transition Plans and practical training experiences in real work contexts. However, several obstacles persist, namely limited awareness within the business sector, insufficient support mechanisms, and the lack of incentives that encourage the recruitment and retention of young people with ASD in the labour market.
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Perturbação do Espectro do Autismo Politicas Educativas Práticas Inclusão Transição Autism Spectrum Disorder Educational Policies Practices Inclusion Transition
Contexto Educativo
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Licença CC
Sem licença CC