{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/1828"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/1828","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"Transtorno do espectro autista: formação de professores para a inclusão no ensino fundamental","abstract":"Aiming the inclusion of autistic children in regular schools was created the law N o 12.764, establishing the \"Protection National Policy of the Person with Autistic Spectrum Disorder.\" Thinking about this question, this study has as general objective to analyze how is the training of teachers with regard to the inclusion of autistic people in regular schools. In addition, it has the following specific objectives: compare if there are differences between the inclusion of autistic individuals in public and private schools, and identify if the elementary school teachers are qualified to include autistic children. 15 teachers participated in this study (seven of them from public schools and eight from private schools), divided into seven schools located in the city of João Pessoa-PB. For conduct the survey, we used a semi-structured interview with 5 questions for the teachers and a sociodemographic questionnaire for characterization purposes of research. Data analysis was performed by means of speech analysis according to the analysis Bardin (2009). The results indicated that there is resistance from some professionals do not know how to work with these special students.Although the results were satisfying, it is clear the need for continuation of further study on the issue. For inclusion occurs, it takes more than an approval of a law. The current public policies must be reviewed to ensure for educators the knowledge, the time and the necessary training, so that students are not only enrolled in regular schools, but also have guaranteed their right to learn.","abstract_html":"Aiming the inclusion of autistic children in regular schools was created the law N o 12.764, establishing the "Protection National Policy of the Person with Autistic Spectrum Disorder." Thinking about this question, this study has as general objective to analyze how is the training of teachers with regard to the inclusion of autistic people in regular schools. In addition, it has the following specific objectives: compare if there are differences between the inclusion of autistic individuals in public and private schools, and identify if the elementary school teachers are qualified to include autistic children. 15 teachers participated in this study (seven of them from public schools and eight from private schools), divided into seven schools located in the city of João Pessoa-PB. For conduct the survey, we used a semi-structured interview with 5 questions for the teachers and a sociodemographic questionnaire for characterization purposes of research. Data analysis was performed by means of speech analysis according to the analysis Bardin (2009). The results indicated that there is resistance from some professionals do not know how to work with these special students.Although the results were satisfying, it is clear the need for continuation of further study on the issue. For inclusion occurs, it takes more than an approval of a law. 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In addition, it has the following specific objectives: compare if there are differences between the inclusion of autistic individuals in public and private schools, and identify if the elementary school teachers are qualified to include autistic children. 15 teachers participated in this study (seven of them from public schools and eight from private schools), divided into seven schools located in the city of João Pessoa-PB. For conduct the survey, we used a semi-structured interview with 5 questions for the teachers and a sociodemographic questionnaire for characterization purposes of research. Data analysis was performed by means of speech analysis according to the analysis Bardin (2009). The results indicated that there is resistance from some professionals do not know how to work with these special students.Although the results were satisfying, it is clear the need for continuation of further study on the issue. For inclusion occurs, it takes more than an approval of a law. The current public policies must be reviewed to ensure for educators the knowledge, the time and the necessary training, so that students are not only enrolled in regular schools, but also have guaranteed their right to learn."]},{"key":"dc:title","label":"Title","values":["Transtorno do espectro autista: formação de professores para a inclusão no ensino fundamental"]}]}],"canonical_facts":{"dc:creator":["Silva, Isabel Medeiros da"],"dc:date.accessioned":["2017-08-28T14:44:35Z"],"dc:date.available":["2016-06-22","2017-08-28T14:44:35Z"],"dc:date.issued":["2016-06-13"],"dc:description.abstract":["Aiming the inclusion of autistic children in regular schools was created the law N o 12.764, establishing the \"Protection National Policy of the Person with Autistic Spectrum Disorder.\" Thinking about this question, this study has as general objective to analyze how is the training of teachers with regard to the inclusion of autistic people in regular schools. In addition, it has the following specific objectives: compare if there are differences between the inclusion of autistic individuals in public and private schools, and identify if the elementary school teachers are qualified to include autistic children. 15 teachers participated in this study (seven of them from public schools and eight from private schools), divided into seven schools located in the city of João Pessoa-PB. For conduct the survey, we used a semi-structured interview with 5 questions for the teachers and a sociodemographic questionnaire for characterization purposes of research. Data analysis was performed by means of speech analysis according to the analysis Bardin (2009). The results indicated that there is resistance from some professionals do not know how to work with these special students.Although the results were satisfying, it is clear the need for continuation of further study on the issue. For inclusion occurs, it takes more than an approval of a law. The current public policies must be reviewed to ensure for educators the knowledge, the time and the necessary training, so that students are not only enrolled in regular schools, but also have guaranteed their right to learn."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/1828"],"dc:language":["por"],"dc:publisher":["Universidade Federal da Paraíba"],"dc:publisher.department":["Psicopedagogia"],"dc:rights":["Acesso aberto"],"dc:subject":["Autismo","Inclusão","Escolaridade"],"dc:title":["Transtorno do espectro autista: formação de professores para a inclusão no ensino fundamental"],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:21Z"}