Um serviço digital da FCT Publicação
Avaliação de alunos com perturbações do espectro do autismo em unidades de ensino estruturado do 1.º ciclo
| Resumo: | The goal of this study was to analyze the process of evaluation of students with Autism Spectrum Disorders in Structured Teaching Units, proposing an evaluation instrument. It is divided into two empirical studies: in the first the conceptions and practices of evaluation from the perspective of the technicians of a multidisciplinary team were verified and in the second the different evaluation instruments were analyzed and an evaluation instrument for students with Autism Spectrum Disorders was suggested. The study group was constituted by the main participants of a Structured Teaching Unit of the 1st cycle, corresponding to the technicians of a multidisciplinary team and the pupils who attended it. It was held a documentary analysis of the files of the pupils, all technicians were interviewed and we decided to make a direct observation of the pupils to complete the selected evaluation instruments: Childhood Autism Rating Scale, Psychoeducational Profile Revised, Scale of Autistic Traits and Adaptive Behaviour Scale – Portuguese Version. The results showed that the conceptions and technical evaluation practices are mostly in accordance with the literature of the speciality. Of the four instruments of evaluation, we verified that the Childhood Autism Rating Scale and the Scale of Autistic Traits are of brief application of and quick filling; and that the Psychoeducational Profile Revised and the Adaptive Behaviour Scale are extensive and long. We noticed that all instruments are viable for the population of the study, but that some items are not suitable for pupils with Autism Spectrum Disorders of the 1st cycle. It was concluded that the areas common to all instruments consist of social interaction, communication and language and stereotyped and repetitive movements. Considering all the information obtained during this investigation, a proposition for an evaluation instrument, consisting of thirteen domains was made. |
|---|---|
| Autores: | Torres, Zélia |
| Assunto: | Unidades de Ensino Estruturado Avaliação Autism Spectrum Disorders Evaluation Structured Teaching Units Perturbações do Espectro do Autismo |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Identificadores: | ID: 201833816 |
| Tipo de acesso: | Aberto |
| Instituição associada: | Repositório Comum, Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências |
| Código do projeto financiado: | 201833816 |
| Idioma: | português |
| Origem: | Repositório Comum |
| Resumo: | The goal of this study was to analyze the process of evaluation of students with Autism Spectrum Disorders in Structured Teaching Units, proposing an evaluation instrument. It is divided into two empirical studies: in the first the conceptions and practices of evaluation from the perspective of the technicians of a multidisciplinary team were verified and in the second the different evaluation instruments were analyzed and an evaluation instrument for students with Autism Spectrum Disorders was suggested. The study group was constituted by the main participants of a Structured Teaching Unit of the 1st cycle, corresponding to the technicians of a multidisciplinary team and the pupils who attended it. It was held a documentary analysis of the files of the pupils, all technicians were interviewed and we decided to make a direct observation of the pupils to complete the selected evaluation instruments: Childhood Autism Rating Scale, Psychoeducational Profile Revised, Scale of Autistic Traits and Adaptive Behaviour Scale – Portuguese Version. The results showed that the conceptions and technical evaluation practices are mostly in accordance with the literature of the speciality. Of the four instruments of evaluation, we verified that the Childhood Autism Rating Scale and the Scale of Autistic Traits are of brief application of and quick filling; and that the Psychoeducational Profile Revised and the Adaptive Behaviour Scale are extensive and long. We noticed that all instruments are viable for the population of the study, but that some items are not suitable for pupils with Autism Spectrum Disorders of the 1st cycle. It was concluded that the areas common to all instruments consist of social interaction, communication and language and stereotyped and repetitive movements. Considering all the information obtained during this investigation, a proposition for an evaluation instrument, consisting of thirteen domains was made. |
|---|