Avaliação da aprendizagem de alunos com Transtorno do Espectro do Autismo no Ensino Superior: estudo de caso na Universidade Federal do Ceará

Abstract

The assessment of learning aimed at students with Autism Spectrum Disorder is configured as a component of significant relevance in the successful inclusion of this student. The present thesis hypothesizes that an authentic assessment of formative learning for university autists needs to consider the unique cognitive, behavioral, emotional and sensory condition of each student from the perspective of the disorder. This formative assessment with an inclusive perspective, in addition to diagnosis, must have a prognostic character, in order to predict what skills and competences the autistic student can more easily develop in the face of his study hyperfocuses. Evaluation principles without analytical depth can result in systemic demotivation in those involved in the inclusion process. The effective implementation of the inclusion of autistic university students is conditioned to the overcoming of retrograde evaluative conceptions, which do not suggest, nor allow an understanding of the different styles of the learning condition, much less consider the process of regulation of learning. The present research had as a general objective to carry out an investigation of the learning assessment practice for students with Autism Spectrum Disorder (ASD) enrolled in the undergraduate courses in Physiotherapy, Literature and Pedagogy at the Federal University of Ceará. Specifically, it was intended: i) to know the difficulties experienced by students, teachers and coordinators in assessing the learning of students with ASD; ii) identify the accessibility conditions related to the evaluation practices; iii) gather contributions from students, teachers and coordinators for an inclusive practice of learning assessment. To this end, a qualitative research was carried out, in the form of a case study. For data collection, semi-structured interviews were used. A content analysis of the collected data was carried out. The sample consisted of: four students with ASD; a course coordinator and six teachers, making a total of eleven subjects. The results revealed that the adaptations made to evaluate the student with ASD are incipient. The difficulties refer to the lack of teacher training on the TEA, the lack of adequacy of the assessments to the autistic condition, the superficial communication between those responsible for the inclusion of the autistic, and the lack of a greater awareness on the subject. The suggestions point to the application of more individualized assessments, a better institutional exchange and the implementation of a teacher training program.