AUTISM SPECTRUM DISORDER AND LEARNING: BELIEFS AND KNOWLEDGE OF SPECIALIZED EDUCATIONAL ASSISTANCE TEACHERS

LIMA, ISABELA BARREIROS PINHEIRO; ANGELO, RITA DI CÁSSIA DE OLIVEIRA

doi:10.1590/0102-469840947t

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ARTICLE • Educ. rev. 40 • 2024 • https://doi.org/10.1590/0102-469840947t copy

AUTISM SPECTRUM DISORDER AND LEARNING: BELIEFS AND KNOWLEDGE OF SPECIALIZED EDUCATIONAL ASSISTANCE TEACHERS¹ 1 Article published with funding from theConselho Nacional de Desenvolvimento Científico e Tecnológico- CNPq/Brazil for editing, layout and XML conversion services. The translation of this article into English was funded by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES/Brasil.

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

This study aims to analyze the beliefs and knowledge of specialized educational assistance teachers about the clinical characteristics of Autism Spectrum Disorder and its influence on learning. The cross-sectional study was conducted in two stages. The first stage is descriptive, with exploratory data analysis, and the second with an almost experimental pre- and post-test type design. The participants were 65 Special Education teachers, men, and women, currently working in the state schools of Pernambuco in the Sertão do Médio São Francisco Region. We used a structured questionnaire as a data collection instrument based on the Diagnostic and Statistical Manual of Mental Disorders 5th edition criteria and following the Guidelines of Special Education for Specialized Educational Care in K-12 education (special education modality). The results show that teachers have knowledge gaps about the disorder's clinical manifestations. Furthermore, they have difficulties regarding individualized assessment, preparation of the individual development plan, and implementation of pedagogical strategies and interventions.

Keywords:
autism spectrum disorder; mainstreaming education; special education; learning

Variables	n (%)
Gender
Female	60 (92.3)
Male	5 (7.7)
Higher level of academic training
Average normal (former teaching)	1 (1.5)
Higher (undergraduate)	9 (13.8)
Postgraduate Lato sensu	52 (80.0)
Postgraduate Stricto sensu	3 (4.6)
Time working at SES (in years)
1 to 5	25 (38.5)
6 to 10	23 (35.4)
More than 10	17 (26.2)
Specific training to assist students with ASD
Yes	14 (21.5)
No	51 (78.5)
Serves or has served students with ASD
Yes	41 (63.1)
No	24 (36.9)
Know what all the clinical characteristics of ASD are
Yes	15 (23.1)
No	50 (76.9)
Feel capable and confident in helping students with ASD
Yes	22 (33.8)
No	43 (66.2)
Considers their training adequate and sufficient to serve students with ASD
Yes	11 (16.9)
No	54 (83.1)
Characteristic of ASD who believe they are better able to intervene and contribute to the student’s development
Communication deficit	22 (33.8)
Deficit in social interaction	35 (53.8)
Restricted and repetitive behaviors	4 (6.2)
Dysfunction in sensory processing	4 (6.2)
Characteristic of ASD who believe they are have more difficulty to intervene and contribute to the student’s development
Communication deficit	20 (30.8)
Deficit in social interaction	12 (18.5)
Restricted and repetitive behaviors	13 (20.0)
Dysfunction in sensory processing	20 (30.8)

Questions	n (%)
P1 Do you know the formal concept of ASD according to DSM-5?
Yes	23 (35.4)
No	42 (64.6)
P2 Is ASD a neurodevelopmental disorder?
Yes	56 (86.2)
No	9 (13.8)
P3 Does ASD predominate in one gender (boys or girls)?
Yes	45 (69.2)
No	20 (30.8)
P4 Can you describe the clinical characteristics of ASD following scientific evidence?
Yes	28 (43.1)
No	37 (56.9)
P5 Do you understand what the communication deficit in ASD is and its implications for learning?
Yes	47 (72.3)
No	18 (27.7)
P6 Do you understand what the social interaction deficit in ASD is and its implications for learning?
Yes	49 (75.4)
No	16 (24.6)
P7 Do you understand what restricted and repetitive behaviors are in ASD and their implications for learning?
Yes	47 (72.3)
No	18 (27.7)
P8 Do you understand what sensory processing dysfunctions are in ASD and their implications for learning?
Yes	35 (53.8)
No	30 (46.2)
P9 Does ASD have levels of severity?
Yes	63 (96.9)
No	2 (3.1)
P10 Do you believe that the greater the level of severity of ASD, the greater the difficulty in learning?
Yes	57 (87.7)
No	8 (12.3)
P11 Do you believe that the characteristics of ASD can influence learning?
Yes	55 (84.6)
No	10 (15.4)
P12 Can you assess student learning with ASD?
Yes	37 (56.9)
No	28 (43.1)
P13 Can you develop an individual development plan with specific teaching objectives for the student with ASD?
Yes	34 (52.3)
No	31 (47.7)
P14 Can you plan the pedagogical intervention based on the clinical characteristics (according to DSM-5) of the student with ASD?
Yes	26 (40.0)
No	39 (60.0)
P15 Can you develop pedagogical strategies that facilitate learning for students with ASD?
Yes	44 (67.7)
No	21 (32.3)
P16 Can you organize the AEE room to promote learning for students with ASD?
Yes	45 (69.2)
No	20 (30.8)
P17 Can you guide other teachers and family members on the pedagogical strategies to be used with students with ASD?
Yes	41 (63.1)
No	24 (36.9)

Questions	T0	T1	X² ₍₁₎	p-value*
Questions	n (%)	n (%)	X² ₍₁₎	p-value*
P1
Yes	23 (35.4)	58 (89.2)	31.243	0.000
No	42 (64.6)	7 (10.8)	31.243	0.000
P2
Yes	56 (86.2)	61 (93.8)	1.778	0.180
No	9 (13.8)	4 (6.2)	1.778	0.180
P3
Yes	45 (69.2)	57 (87.7)	8.643	0.002
No	20 (30.8)	8 (12.3)	8.643	0.002
P4
Yes	28 (43.1)	58 (89.2)	26.281	0.000
No	37 (56.9)	7 (10.8)	26.281	0.000
P5
Yes	47 (72.3)	61 (93.8)	9.389	0.001
No	18 (27.7)	4 (6.2)	9.389	0.001
P6
Yes	49 (75.4)	61 (93.8)	7.562	0.004
No	16 (24.6)	4 (6.2)	7.562	0.004
P7
Yes	47 (72.3)	63 (96.9)	12.500	0.000
No	18 (27.7)	2 (3.1)	12.500	0.000
P8
Yes	35 (53.8)	63 (96.9)	24.300	0.000
No	30 (46.2)	2 (3.1)	24.300	0.000
P9
Yes	63 (96.9)	64 (98.5)	0.000	1.000
No	2 (3.1)	1 (1.5)	0.000	1.000
P10
Yes	57 (87.7)	60 (92.3)	0.444	0.508
No	8 (12.3)	5 (7.7)	0.444	0.508
P11
Yes	55 (84.6)	57 (87.7)	0.071	0.791
No	10 (15.4)	8 (12.3)	0.071	0.791
P12
Yes	37 (56.9)	55 (84.6)	11.115	0.001
No	28 (43.1)	10 (15.4)	11.115	0.001
P13
Yes	34 (52.3)	56 (86.2)	18.375	0.000
No	31 (47.7)	9 (13.8)	18.375	0.000
P14
Yes	26 (40.0)	57 (87.7)	27.273	0.000
No	39 (60.0)	8 (12.3)	27.273	0.000
P15
Yes	44 (67.7)	60 (92.3)	12.500	0.000
No	21 (32.3)	5 (7.7)	12.500	0.000
P16
Yes	45 (69.2)	63 (96.9)	16.056	0.000
No	20 (30.8)	2 (3.1)	16.056	0.000
P17
Yes	41 (63.1)	61 (93.8)	16.409	0.000
No	24 (36.9)	4 (6.2)	16.409	0.000

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[1] <isabela.lima@upe.br>