<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382014000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão de crianças autistas: um estudo sobre interações sociais no contexto escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemos]]></surname>
<given-names><![CDATA[Emellyne Lima de Medeiros Dias]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salomão]]></surname>
<given-names><![CDATA[Nádia Maria Ribeiro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agripino-Ramos]]></surname>
<given-names><![CDATA[Cibele Shírley]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>01</numero>
<fpage>117</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382014000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382014000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382014000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O espectro autista é caracterizado por prejuízos desde os primeiros anos de vida nas áreas de interação social, comunicação e comportamento. Os aspectos relacionados à etiologia, às possibilidades terapêuticas e à inserção em escolas regulares não são conclusivos, dado que evidencia a importância de estudos na área. O presente estudo tem como objetivo analisar as interações sociais de crianças com espectro autista nos contextos de escolas regulares, considerando a mediação das professoras. Participaram deste estudo 42 crianças, das quais quatro crianças têm o diagnóstico de espectro autista, entre três e cinco anos de idade, e quatro professoras de duas escolas regulares particulares. Os resultados demonstraram que a mediação das professoras se caracterizou pelo uso de diretivos linguísticos e apoio físico. A participação das crianças com espectro autista em termos interacionais se caracterizou por comportamentos mais frequentes de olhar pessoas, iniciativa dirigida à ação, resposta adequada e sorriso. Nesse sentido, compreender como as crianças com espectro autista interagem com as pessoas e objetos em ambientes escolares e como são realizadas as mediações pelas professoras nesses momentos são aspectos de grande relevância para a elaboração de estratégias de intervenção que favoreçam a interação social e o processo de inclusão escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The autistic spectrum is characterized by losses beginning in the early years of life in the areas of social interaction, communication and behavior. Aspects related to the etiology, therapeutic possibilities and inclusion in regular schools are not conclusive, which shows the importance of studies in the area. This study aims to analyze social interactions of children with autistic spectrum disorders in mainstream school contexts, considering the mediation of teachers. The participants were 42 children, of whom four children had been diagnosed with autistic spectrum disorder, between three and five years old, and four teachers from two regular private schools. The results showed that the mediation of the teachers was characterized by the use of linguistic directives and physical support. The participation of children with autistic spectrum disorder in interactional terms was characterized most frequently by behaviors such as looking at people, initiative directed to action, appropriate response and smile. In this sense, understanding how children with autistic spectrum disorders interact with people and objects in school settings and how mediations are conducted by teachers in such moments is highly relevant for elaborating intervention strategies to promote social interaction and the process of school inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Interação Social]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Austistic Spectrum Disorders]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Social Interaction]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Inclus&atilde;o  de crian&ccedil;as autistas: um estudo sobre intera&ccedil;&otilde;es sociais no contexto escolar.</h2> <h3>Inclusion of children with autism: a study of social  interactions within the school context.</h3>     <p>&nbsp;</p> <h4>Emellyne  Lima de Medeiros Dias Lemos, N&aacute;dia Maria Ribeiro Salom&atilde;o, Cibele Sh&iacute;rley Agripino-Ramos</h4> </font>      ]]></body><back>
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