A TRANSIÇÃO DA CRIANÇA COM TRANSTORNO DO ESPECTRO AUTISTA PARA O ENSINO FUNDAMENTAL

Aline Oliveira de Araújo; Ana Paula da Silva Pereira; Andréa  Perosa Saigh Jurdi

doi:10.1590/SciELOPreprints.14087

##article.authors##

Aline Oliveira de Araújo University of Minho https://orcid.org/0009-0008-8024-4430
- Conceptualization
- Data Curation
- Funding Acquisition
- Investigation
- Methodology
- Writing – Original Draft Preparation
- Writing – Review & Editing
Ana Paula da Silva Pereira University of Minho https://orcid.org/0000-0003-4611-7602
- Validation
- Visualization
- Supervision
- Conceptualization
- Data Curation
- Investigation
- Methodology
- Project Administration
Andréa Perosa Saigh Jurdi Federal University of São Paulo https://orcid.org/0000-0002-1111-5562
- Conceptualization
- Data Curation
- Project Administration
- Supervision
- Validation
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing

DOI:

https://doi.org/10.1590/SciELOPreprints.14087

Keywords:

autism spectrum disorder, families, transitions

Abstract

Based on the ongoing discussion about the benefits of quality care in facilitating School transitions, this article aims to analyze and understand the perspectives of eight mothers regarding the transition of their children with Autism Spectrum Disorder to elementary school in the public education system of Brasília, Federal District, Brazil. A qualitative research was developed as a method, with the application of a case study. Semi-structured interviews, utilizing active listening techniques, were used to collect data, which was then analyzed using content analysis. The findings revealed evidence of shortcomings that hinder smooth, individualized, and inclusive transitions, particularly in terms of practices that reinforce the preparation and involvement of families and their children in planning for new environments. The study concludes that there is a need to establish guiding principles and regulations tailored to individual school contexts.

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Author Biographies

Aline Oliveira de Araújo, University of Minho

Mestre em Educação Especial Área de Especialização em Intervenção Precoce. Universidade do Minho, Braga Portugal. Filiação institucional: Secretaria de Estado de Educação (SEEDF) – Coordenadora Intermediária da Unidade de Educação Básica (UNIEB).

Ana Paula da Silva Pereira, University of Minho

Professora Associado do Departamento de Psicologia da Educação e Educação Especial, Investigadora do Centro de Investigação em Estudos da Criança (CIEC), Instituto de Educação, Universidade do Minho, Campus de Gualtar. Rua da Universidade, 4710 - 057 Braga Portugal.

Andréa Perosa Saigh Jurdi, Federal University of São Paulo

Terapeuta ocupacional, doutora em Psicologia Escolar e Desenvolvimento Humano. Professora associada do Curso de Terapia Ocupacional e Departamento Saúde, Educação e Sociedade do Instituto de Saúde e Sociedade da Universidade Federal de São Paulo.