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Monitoring experiences in the follow-up of autistic children: Report of pedagogical workshops

( Vol-8,Issue-4,April 2021 ) OPEN ACCESS
Author(s):

Paula Raimunda Araújo Teixeira, Érika Marques de Sousa, Rosilene Ferreira de Sousa, Tania de Sousa Pinheiro Medeiros, Simone Aguiar da Silva Figueira, Jofre Jacob da Silva Freitas, Dailma da Silva Medeiros, Marcio Almeida Lins, Elielson Varlindo Reis Filho, Leliane do Nascimento do Espírito Santo, Elieni Santana de Abreu, Joyce da Silva Pantoja, Danielle Oliveira Maciel, Antônia Gomes de Olinda, Juliana Custódio Lopes, Mirelle Salgueiro Moroni, Francisco Rodrigues Martins, Viviane Silva Santos, Deltiane Coelho Ferreira, Lilian Maria Santos Silva, Mauro Sávio Sarmento Pinheiro, Bruna Carolina da Trindade Monteiro da Silva, Ailton Silva da Silva, Renan Barbosa Fortuna da Silva, Laura Batista e Silva de Brito, Leidiane de Jesus da Costa Santos, Sandy Rodrigues Cardoso, Larissa Franciely Portal Moraes, Luzia Soares Nascimento, Elem Cristina da Silva Barbosa de Souza, Rafaela de Cássia Solano Costa, Vera Lúcia Queiroz Corrêa Vieira, Gisela Pereira Xavier Albuquerque, Robson Adriani Roques Dauzacker, Eluiza Monteiro Costa, Tatyellen Natasha da Costa Oliveira, Anderson Lineu Siqueira dos Santos, Emerson Glauber Abreu dos Santos, Jessika Cardoso de Souza, Iago Lago de Barros, Janaina de Freitas Vale, Wenderson Melo Martins, Kamila Trindade Pamplona, Hellen Cristina de Oliveira Monteiro, Fabricio Gabriel Freitas Lima, Ingryd de Paula Aquino da Silva, Solange Pantoja Nascimento, Rafaela Martins Dourado Gonçalves, Andrea Leite de Alencar Salgado, Camila da Silva Lima, Viviane Costa Matos, Alessandro Pena Matos, Thais Scerni Antunes, Wanda Carla Conde Rodrigues, Laís Fraga Valente, Lilian Giselle da Silva Teixeira Pereira, Bianca Blois Pinheiro Camboim, Hellem Cristina Braga Santiago, Silvana Abreu Marinho, Walber da Silva Nogueira, Maguida Patrícia Lacerda Cordeiro Oliveira, Jamille da Costa Salvador, Enderson Vasconcelos de Lima, Widson Davi Vaz de Matos, Maicon de Araujo Nogueira, Antonia Margareth Moita Sá

Keywords:

Autistic Disorder, Faculty, Remedial Teaching.

Abstract:

Objective: to describe the pedagogical strategies and training experiences developed during the monitoring stage in the follow-up of autistic children, focusing on reaching their levels of potential development, using Vygotsky's socio-historical theory as a basis for reflection, which states that human development takes place through the social relationships that the individual establishes throughout his life, that is, that the teaching-learning process also develops through the interactions that unfold throughout his life. Method: This article consists of an experience report of the implementation of pedagogical workshops in the monitoring internship at a Child Psychological Care Center (CAPSi), located in the municipality of Ananindeua, State of Pará, Brazil, from September to November 2015, outlined using descriptive, observational and participatory methods. Results: We highlight some cases of evolution in relation to social interaction, which is the most compromised aspect in autistic people, emphasizing the importance of intervention for the full development of these people since childhood. Conclusion: Learning and the result of applying these methodologies are important records in the daily practice of health professionals, as they develop a more acute look around people with special needs, valuing their potential inside and outside the school environment, with a view to promote human emancipation, which is the true exercise of citizenship.

Article Info:

Received: 07 Jan 2021; Received in revised form: 21 Feb 2021; Accepted: 25 Mar 2021; Available online: 17 Apr 2021

ijaers doi crossref DOI:

10.22161/ijaers.84.18

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