The present work reports a case study of a child who is a target audience of Special Education who has a diagnosis of autism, aged nine, enrolled in the 2nd year of Elementary School in the regular public education network. Its objective is to develop a Specialized Educational Assistance plan – AEE to meet the needs of the student, so that he can overcome the barriers imposed by the common school and participate in his class with autonomy.
The work was elaborated from the Collaborative Learning Methodology in Network, whose steps for proposing the case study to format the AEE plan were: A) Information regarding the student: age, grade, education, type of disability, others. B) Information collected from/about the student. C) Information collected from/about the school and D) Information collected from/about the family.
This article is the result of the conclusion work of a specialization course lato sensu Continuing Training of Teachers for Specialized Educational Assistance to obtain the title of specialist in specialized educational assistance submitted to the Faculty of Education of the Federal University of Ceará.
The inclusion of autistic children is considered a complex task by many professionals, but not impossible. In Brazil, in the last decade, the concepts and techniques related to working with this clientele have changed substantially, however, some specific educational needs of autistic children and adolescents are still not understood, which has made it difficult to educate these subjects in the regular education system. .
Regarding education, the obstacles are accentuated, as the influence of the clinical and therapeutic approach is still strong in Special Education, with mechanistic models of re-education and behavior training, whose emphasis is on modifying the subject to adapt to the environment.
In this context, this work seeks to deepen the knowledge about school inclusion and Specialized Educational Assistance (AEE), since I have been working with mental disabilities for nine years in a Special Education Center in the Early Intervention program.
As the reduction of social and educational exclusion has been the main measure of Inclusive Education, this study seeks clarification on Specialized Educational Assistance within the common school for children with global developmental disorders.
The Federative Constitution of Brazil provides that […] everyone has the right to the full development of citizens, without prejudice as to origin, race, sex, color, age and any other forms of discrimination; guarantees the right to school for all; and places as a principle for Education the access to the highest levels of teaching, research and artistic creation, according to the capacity of each one. (BRAZIL, 1988).
In this sense, in accordance with what the Constitution states, everyone has the right to education, as well as to social life, and efforts have been made to ensure that children with special needs are no longer excluded from the common environments of society. A way of reversing this situation has been worked on through the inclusion of these people in regular schools, in this way, there is a process of feedback, in which people with special needs would live with the so-called “normal” and these would learn to live with those, giving an end to prejudices.
If we look at Brazilian education, we see that it brings in its history an inconsistency in its organization and in its guiding concepts of practices. Some say that this is due to foreign models used in our country that are not in accordance with our reality. There is also a historical question, where since the origin of Brazil, Education has never been a priority. There are several problems presented, many are the difficulties that students and teachers have to face, but one difficulty in particular is being discussed: how to include people with special needs in the regular school environment with quality at work.
Another preponderant factor for this situation is the lack of studies on the assessment of the learning process and development of children with autism as well as studies on their educational needs, and this lack contributes to the school exclusion of this population.
In view of this problem, the present work is a report elaborated from a case study about an autistic child with nine years old included in a school in the regular education network in the city of Rio Branco, in Acre.
1. Proposition of a case
For the present study, we chose to use a fictitious name for the child and for the school in order to preserve their identity and not cause any type of damage.
Marcos, nine years old, male, is a student of the second afternoon year of Elementary School at Escola Cruzeiro do Sul.
Son of a classy family
and average, lives with the parents in the maternal grandparents’ house. The father currently lives in another country and is absent during the year. He has contact with his son through the phone and sends toys whenever possible.
Marcos has a medical report of Autism with cognitive alterations and intellectual potential below normal, also with ADHD with impairment in language and social interaction.