Plano Educacional Individualizado e tecnologia: contribuições na práxis educacional para a inclusão de alunos com autismo

Abstract

The Individualized Educational Plan (IEP) is a methodology to guide the inclusion of students with disabilities, with a wide scope of shared action in the school, from the initial assessment of the student to the periodic planning reviews, to ensure its inclusive process. It is a form of work that has long been used on the international scene and has been referenced by Brazilian literature in recent years. In this context, students with Autistic Spectrum Disorder (ASD) can also be helped by the IEP, due to the fundamental characteristics of individualized teaching, collaboration between teachers and flexibility in teaching practice, present in the plan. The objective of this study is to evaluate the possible contributions of the implementation of the traditional and electronic IEP, in the adequacy of an educational praxis for the inclusion of students with autism, in regular education. In this sense, it is proposed to analyze the effects of the IEP on the collaborative work of teachers and on the functionality of the student's educational planning. A single case research was carried out, through an experimental design of multiple baselines, and a descriptive modality of the case study. This research, in general, intended to demonstrate the contributions of the IEP so that the school had a more effective inclusion. Finally, the results indicated a clear evolution in the level of collaborative work, with a large overall effect of statistical significance, and the structuring of a more functional awareness of planning time among teachers.