Avaliação do desempenho da educação física inclusiva em crianças diagnosticadas com Transtorno do Espectro do Autismo – TEA

Abstract

The study aimed to evaluate the performance of Inclusive Physical Education in the development of socio-affective aspects, socio- environmental and cognitive in children with Autism Spectrum Disorder – ASD of the Specialized Educational Services (AEE) from Fortaleza, in 2014, in a Municipal School where are served about 30 children with disabilities, following the line of thought of these authors: Ferreira (2011), Freire (1996), Kunz (1991), and Vygotsky (1988). The sample was composed of three children with severe ASD, two girls 8 and 9 years old enrolled in the 3rd and 4th years, respective, and a boy aged 12 enrolled in the 4th year. Children come to school with commitments in the three main axes of ASD. The AEE plan was prepared through two calls, one individual and one collective where he highlighted the attitudinal accessibility in relationship educator / student, the methodology and experienced the methodological tool. With about a month of experience, it was noticed the change of the three children’s behavior to adapt to the new routine with their peers and environments, and thus facilitating the process of cognitive development. Before the implementation of the new methodology, the children did not show to recognize the letters and had great difficulty to perform simple tasks and socialize themselves. Currently it can be said that the three children had significant advances in cognitive development and socialization. It is estimated that the continuity of the study can bring great results.