Navegando por Assunto "Teaching-learning Methodologies"

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Abordagem de ensino e aprendizagem para estudantes com Transtorno do Espectro Autista no ensino superior: “Tecendo Perspectivas na Aprendizagem Invertida”
(Universidade Federal do Pará, 2021-12-17) PAIXÃO, Ivanir da Silva; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842
The increasing demand of students with Autistic Spectrum Disorder entering higher education has changed the educational scenario and fostered important discussions about the need for inclusive education and the use of adequate pedagogical/methodological materials for teaching this specific public. By reflecting on these needs, considering the scarcity of teaching material and attempting to contribute to the inclusion of the ASD students in higher education, we based this research on the following question: How to assist university professors on the process of teaching ASD students? The main purpose of this research is to create a teaching material composed by guidelines and methodological strategies which are based on active teaching and learning methodologies. In this context, we developed an educational product named TEAr. It consists of a pocket book for university professors that focuses on teaching students with Autistic Spectrum Disorder. It was based on the guiding principles of active teaching-learning methodologies; hence it proposes an adaptation of inverted learning in order to meet the main educational needs of ASD students. In order to elaborate the product, we carried bibliographical research on active teaching-learning methodologies applied to teaching students with ASD, the public policies for inclusion on general and inclusion of ASD university students specifically, and the academical characteristics of students with ASD by working with reports from the university students themselves. After conducting the bibliographic research and analyzing the reports, we created the project’s proposal. The proposal was submitted to the evaluation of a experts’ panel, which consisted of 3 different representations: a teacher, a student with ASD, and a UFPA’s mentor. The goal was to collect suggestions and make adjustments. After the contribution of multiple perspectives, the final version of TEAr was considered suitable to be used by university professors who teach undergraduate students.