Trabalhos de Conclusão de Curso

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    Relato de caso de uma criança com TEA de um Professor-Tutor da Rede Municipal de Ensino da cidade de Fernandópolis- SP.
    (2024-11-13) Gilberto Gandolphi Junior.
    The inclusion of atypical students in mainstream schools is a challenge that involves educational professionals and the tutor, who is defined by law to act as an intermediary in the process. A trained doctor who assesses individualized conditions in social, communicative and linguistic behaviour, as well as patterns of restricted and repetitive behaviour formalizes the diagnosis. The degree of relevance is determined according to the need for support in carrying out tasks, with 1 for the least dependent and 3 for the most dependent. This study aimed to analyze the effectiveness of including an assistant in the regular education classroom, thereby facilitating the development of atypical students. The methodology has an applied purpose, shaped by observation and intervention in the environment. It takes a qualitative approach, exploring real-life situations that are poorly defined, describing the situation to be investigated, proposing hypotheses and developing theories to better understand the case under study. This research identified that constant updating of teachers and assistants is essential. Diversifying the use of materials, encompassing didactic and psychomotor teaching. However, it qualifies great evolution to routine interventions analyzing in the long term. However, it can be concluded that the Teacher-Tutor was fundamental to the overall development and effective inclusion of the child with ASD. It became necessary to diversify methodologies and be attentive to the student's needs in order to better understand what he was transmitting. In this way, it was possible to help with gradual learning, while respecting the student's uniqueness.