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Promoção da Saúde de Crianças com Perturbação do Espectro do Autismo na Escola : Perspetiva de Docentes e Não Docentes
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RESUMO - Introdução: A Perturbação do Espectro do Autismo é uma condição de saúde que
apresenta desafios significativos, afetando a comunicação, interação social e os
comportamentos, com uma variedade de sintomas e comorbilidades associadas. A
promoção da inclusão escolar é crucial para garantir o acesso a uma educação de
qualidade, de forma a melhorar o bem-estar e a qualidade de vida destas crianças.
Esta inclusão requer uma abordagem que considere às necessidades específicas
destas crianças, mas também a implementação de políticas públicas adequadas de
forma a superar os desafios existentes. A contribuição daqueles que trabalham
diariamente com estas crianças é fundamental, sendo essencial considerar as suas
perspetivas, para o desenvolvimento de medidas que potenciem uma real inclusão
destas crianças e, assim, a sua qualidade de vida.
Objetivos: Este trabalho procura compreender as condições existentes e necessárias
para a promoção da saúde de crianças com Perturbação do Espetro do Autismo em
contexto escolar.
Metodologia: Desenvolveu-se um estudo de caso de abordagem qualitativa, focado
num agrupamento de escolas do parque escolar do Concelho de Almada. A recolha de
dados assentou na análise documental de documentos orientadores do agrupamento
de escolas e na realização de 13 entrevistas semiestruturadas a docentes e não
docentes que trabalham com crianças com Perturbação do Espetro do Autismo
frequentadoras de jardim-de-infância. Os dados foram analisados com recurso a
análise temática, adotando uma abordagem indutiva.
Resultados: A análise dos documentos e das entrevistas a docentes e não docentes
revelou cinco temas centrais: 1) Construindo caminhos de mudança...ou talvez… nem
tanto; 2) Estamos todos a aprender este mistério do Autismo; 3) Não basta o amor à
camisola; 4) Os pais às vezes são mais difíceis que os miúdos; 5) No mundo ideal
haveria apoio a todos eles. No seu conjunto, estes temas sugerem valores alinhados
com a inclusão escolar e motivação para promover a qualidade de vida das crianças
com Perturbação do Espetro do Autismo, mas falta de especificidade nas linhas
orientadoras e insuficiência de recursos. As perspetivas de docentes e não docentes
revelaram o desenvolvimento de uma sensibilidade para as características de crianças
com Perturbação do Espetro do Autismo, atitudes favoráveis para trabalhar com as
mesmas e esforços no sentido de criação de estratégias e materiais para a sua
promoção da saúde, desenvolvimento e qualidade de vida. Contudo, verificaram-se
desafios significativos no que se refere a recursos físicos e humanos. Adicionalmente, embora o valor do trabalho colaborativo com as famílias tenha sido reconhecido, ficou
patente a existência de dificuldades a esse nível e também a inexistência de qualquer
política organizacional orientadora desse trabalho. Finalmente, para além dos desafios
relacionados com as características das crianças, com a formação dos profissionais de
educação, com a disponibilidade e diversidade dos recursos humanos, com a
articulação entre profissionais, com o espaço físico e com a relação escola-família,
foram também destacadas necessidades ao nível das políticas públicas, de forma a
garantir uma resposta efetiva e equitativa às necessidades das crianças e famílias.
Discussão e Conclusão: O número de crianças com diagnóstico de Perturbação do
Espetro do Autismo a frequentar as escolas tem vindo a aumentar nos últimos anos,
tornando cada vez mais evidentes os desafios ao modelo de escola inclusiva.
Promover a saúde e qualidade de vida de crianças com Perturbação do Espetro do
Autismo através da inclusão escolar exige muito mais do que documentos de
referência e legislação que a estabelecem. É essencial sistematizar as condições
essenciais para a real implementação das políticas e legislação relativas à educação
inclusiva de crianças com necessidades específicas. Este trabalho oferece um
conjunto de pistas que, embora específicas de um contexto, sugerem a necessidade
de adotar uma perspetiva multinível, oferecendo recursos pessoais aos profissionais
das escolas, ambientes físicos apropriados, recursos humanos ajustados às
necessidades, políticas organizacionais orientadoras e políticas públicas que garantam
a equidade no acesso a serviços e apoios.
ABSTRACT - Introduction: Autism Spectrum Disorder is a health condition that presents significant challenges, affecting communication, social interaction and behaviors, with a variety of symptoms and associated comorbidities. Promoting school inclusion is crucial to guaranteeing access to quality education, in order to improve the well-being and quality of life of these children. This inclusion requires an approach that considers the specific needs of these children, but also the implementation of appropriate public policies in order to overcome existing challenges. The contribution of those who work daily with these children is fundamental, and it is essential to consider the perspective of teachers and non-teachers in their contexts, to develop measures that enhance the real inclusion of these children and, thus, their quality of life. Objectives: This work seeks to understand the existing and necessary conditions for promoting the health of children with Autism Spectrum Disorder in a school context. Methodology: A case study with a qualitative approach was developed, focused on a group of schools in the municipality of Almada. Data collection was based on documentary analysis of guiding documents from the group of schools and on carrying out 13 semi-structured interviews with teachers and non-teachers who work with children with Autism Spectrum Disorder who attend kindergarten. The data was analyzed using thematic analysis, adopting an inductive approach. Results: The analysis of documents and interviews with teaching and non-teaching staff revealed five central themes: 1) Building paths for change...or maybe. . not so much; 2) We are all learning this mystery of Autism;3) Love for a shirt is not enough;4) Parents are sometimes more difficult than children;5) In an ideal world there would be support for all of them. Taken together, these themes suggest values aligned with school inclusion and motivation to promote the quality of life of children with ASD, but a lack of specificity in the guidelines and insufficient resources. The perspectives of teachers and non-teachers revealed the development of a sensitivity to the characteristics of children with ASD, favorable attitudes towards working with them and efforts towards creating strategies and materials to promote their health, development and quality of life. However, there were significant challenges in terms of physical and human resources. Additionally, although the value of collaborative work with families has been recognized, the existence of difficulties at this level and also the lack of any organizational policy guiding this work was clear. Finally, in addition to the challenges related to the characteristics of children, the training of education professionals, the availability and diversity of human resources, the coordination between professionals, the physical space and the school-family relationship, there were also highlighted needs at the level of public policies, in order to guarantee an effective and equitable response to the needs of children and families. Discussion and Conclusion: The number of children diagnosed with Autism Spectrum Disorder attending schools has been increasing in recent years, making the challenges to the inclusive school model increasingly evident. Promoting the health and quality of life of children with ASD through school inclusion requires much more than reference documents and legislation that establish it. It is essential to systematize the essential conditions for the real implementation of policies and legislation relating to inclusive education for children with specific needs. This work offers a set of clues that, although specific to a context, suggest the need to adopt a multilevel perspective, offering personal resources to school professionals, appropriate physical environments, human resources adjusted to needs, guiding organizational policies and public policies that guarantee equity in access to services and supports.
ABSTRACT - Introduction: Autism Spectrum Disorder is a health condition that presents significant challenges, affecting communication, social interaction and behaviors, with a variety of symptoms and associated comorbidities. Promoting school inclusion is crucial to guaranteeing access to quality education, in order to improve the well-being and quality of life of these children. This inclusion requires an approach that considers the specific needs of these children, but also the implementation of appropriate public policies in order to overcome existing challenges. The contribution of those who work daily with these children is fundamental, and it is essential to consider the perspective of teachers and non-teachers in their contexts, to develop measures that enhance the real inclusion of these children and, thus, their quality of life. Objectives: This work seeks to understand the existing and necessary conditions for promoting the health of children with Autism Spectrum Disorder in a school context. Methodology: A case study with a qualitative approach was developed, focused on a group of schools in the municipality of Almada. Data collection was based on documentary analysis of guiding documents from the group of schools and on carrying out 13 semi-structured interviews with teachers and non-teachers who work with children with Autism Spectrum Disorder who attend kindergarten. The data was analyzed using thematic analysis, adopting an inductive approach. Results: The analysis of documents and interviews with teaching and non-teaching staff revealed five central themes: 1) Building paths for change...or maybe. . not so much; 2) We are all learning this mystery of Autism;3) Love for a shirt is not enough;4) Parents are sometimes more difficult than children;5) In an ideal world there would be support for all of them. Taken together, these themes suggest values aligned with school inclusion and motivation to promote the quality of life of children with ASD, but a lack of specificity in the guidelines and insufficient resources. The perspectives of teachers and non-teachers revealed the development of a sensitivity to the characteristics of children with ASD, favorable attitudes towards working with them and efforts towards creating strategies and materials to promote their health, development and quality of life. However, there were significant challenges in terms of physical and human resources. Additionally, although the value of collaborative work with families has been recognized, the existence of difficulties at this level and also the lack of any organizational policy guiding this work was clear. Finally, in addition to the challenges related to the characteristics of children, the training of education professionals, the availability and diversity of human resources, the coordination between professionals, the physical space and the school-family relationship, there were also highlighted needs at the level of public policies, in order to guarantee an effective and equitable response to the needs of children and families. Discussion and Conclusion: The number of children diagnosed with Autism Spectrum Disorder attending schools has been increasing in recent years, making the challenges to the inclusive school model increasingly evident. Promoting the health and quality of life of children with ASD through school inclusion requires much more than reference documents and legislation that establish it. It is essential to systematize the essential conditions for the real implementation of policies and legislation relating to inclusive education for children with specific needs. This work offers a set of clues that, although specific to a context, suggest the need to adopt a multilevel perspective, offering personal resources to school professionals, appropriate physical environments, human resources adjusted to needs, guiding organizational policies and public policies that guarantee equity in access to services and supports.
Descrição
Palavras-chave
Perturbação do Espetro do Autismo Promoção da Saúde Inclusão Escolar Desafios à Inclusão Autism Spectrum Disorder Health Promotion School Inclusion Challenges to Inclusion