Percepção dos professores de Educação Física sobre a inclusão de crianças e jovens com transtorno do espectro autista (TEA) no ambiente escolar

Abstract

The aim of this study was to evaluate the perception of physical education teachers about the schools structure, lesson planning and participation in Physical Education classes, of children and young people with ASD from the municipal education network in the city of Pelotas - RS. The present study is a descriptive research. The sample consisted of physical education teachers from the municipal network of the city of Pelotas - RS. The individuals were selected in an intentional non-probabilistic manner, providing the largest possible number of teachers who had students with ASD in their classes. Responding to the instrument, 71 teachers from the municipal network of Pelotas. Part of the teachers who answered the questionnaire did so online, due to the pandemic. The results showed some significant associations between the variables. There was a significant association with the time since graduation (graduation) and feeling prepared to work with students with ASD (p = 0.03), that is, those who have more time graduated are those who feel less prepared to work with this population. Within the studied group, most plan activities for working together 64.8% - (n = 46), some eventually 31% - (n = 22) and 4.2% - (n = 03) said they did not plan. Within the studied group, students with ASD 32.4% - (n = 23) show happy expressions, 4.2% - (n = 03) show they are excessively happy, 4.2% - (n = 03) demonstrated to be unhappy and 59.2% - (n = 42) said that students do not have a different expression. It was found that in the perception of teachers, that those who perceive the collaboration of students without ASD with those who have ASD, also see an improvement in the socialization of students with ASD, determining a significant association in these aspects for one (p = 0.01 ). It isimportant to note that regional realities determine differences in teachers' perception of the participation of students with ASD in PE classes, understanding that differences in schools, environments, teacher training andinclusive culture are important variables for the organization and planning of activities. The chi-square test was used to analyse the existence of associations between categorical variables. A significance level of 5% was adopted and the SPSS 22.0 package was used for analysis.