A percepção de professores sobre os desafios e possibilidades de implementação do Plano Educacional Individualizado (PEI) para alunos com Transtorno do Espectro do Autismo

Abstract

The Individualized Educational Plan is a work methodology written in a collaborative way that has gained space and discussion in the academic and educational environment. Its elaboration and implementation is not yet regulated in Brazil, with only a few municipal and state legal provisions. The first chapter of this dissertation aimed to present an integrative review of national articles that talk about Individualized Educational Planning, which demonstrated that there are still few articles on this topic, as well as very few studies that address its effectiveness and / or benefits. The second chapter aimed to contextualize the PEI and its origins historically; conceptualize the PEI differentiating it from other types of school planning; and to propose guidelines and recommendations for their elaboration and implementation, through a careful analysis of the literature and current educational legislation (from Brazil and the United States). Finally, the third chapter presented an exploratory research that aimed to investigate the perception of teachers of students with ASD regarding the Individualized Educational Plan; investigate the aspects that teachers indicate as barriers and / or possibilities for the elaboration and implementation of the PEI for students with ASD; investigate pedagogical planning practices for students with ASD used by public school teachers; and, finally, to analyze the distances and approximations between the plans (PEI and school planning) coming from contexts in which the PEI is and is not legally foreseen.