Resumo

MARSURA, Nivea; BENITEZ, Priscila; GRACIA, Marta  e  DOMENICONI, Camila. TEACHING PRACTICES IN SPECIAL EDUCATION WITH FAMILIES, CHILDREN AND YOUNG PEOPLE IN INITIAL TEACHER TRAINING. Revista LES [online]. 2024, vol.28, n.58, 4982.  Epub 28-Mar-2025. ISSN 2526-8449.  https://doi.org/10.26694/rles.v28i58.4982.

This study had as main objective to verify whether a proposal for a brief educational intervention with families was sufficient to ensure the learning of specific behaviors with children/young people with ASD and/or ID. The specific objective of the study was to verify whether a brief educational intervention lasting seven weeks, applied by university students in initial training, was sufficient to change the family's perception of the child/young person's development. The participants were: 9 families, 11 children/youngers and 10 university students in initial training participated. A semi-structured interview with the family was used to derive the teaching objectives that were applied during the intervention. The family was characterized, the interview was reapplied at the end of the intervention (in order to compare the family's perception of the child and young person's development) and a social validity questionnaire was administered to the family, child and young person. The data showed satisfaction among the participants, in addition to proving the importance of the study with evidence-based practices in the initial training of teachers. The brief educational intervention, structured over seven weeks, changed the family's perception of the development of children and young people. The study generated reflection on Special Education as a curricular component in initial teacher training and, more specifically, operationalized teaching practices with families in this context

Palavras-chave : Autism; Intellectual disabilities; Special education; Educational intervention.

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