<?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>S1413-65382019000300453</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382519000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vivências Escolares e Transtorno do Espectro Autista: o que Dizem as Crianças?]]></article-title>
<article-title xml:lang="en"><![CDATA[School Experiences and Autism Spectrum Disorder: What Do Children Say?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AGRIPINO-RAMOS]]></surname>
<given-names><![CDATA[Cibele Shírley]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LEMOS]]></surname>
<given-names><![CDATA[Emellyne Lima de Medeiros Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SALOMÃO]]></surname>
<given-names><![CDATA[Nádia Maria Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,João Pessoa  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraiba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraiba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal da Paraíba Programa de Pós-Graduação em Psicologia Social Departamento de Psicologia]]></institution>
<addr-line><![CDATA[João Pessoa Paraiba]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>453</fpage>
<lpage>468</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382019000300453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382019000300453&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382019000300453&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo objetivou investigar as concepções de crianças com desenvolvimento típico acerca de suas vivências escolares em contextos de inclusão de colegas com Transtorno do Espectro Autista - TEA em dois momentos distintos, no início e no final do ano letivo, com vistas a verificar possíveis mudanças nessas concepções a partir da convivência com os pares com TEA. Participaram 42 crianças, na faixa etária de 4-5 anos, de duas instituições de Educação Infantil da cidade de João Pessoa-Paraíba, Brasil, que tinham em suas salas de aula colegas diagnosticados com TEA. Foram aplicadas entrevistas semiestruturadas com as crianças com desenvolvimento típico, que foram transcritas e analisadas a partir da técnica de análise de conteúdo de Bardin. Como resultados, as crianças mencionaram adjetivos positivos ao descreverem sua creche, professora e colegas, tanto no início quanto no final do ano letivo. Também foi comum as crianças descreverem a creche em termos das atividades que realizavam em sua rotina, e as pessoas, em relação aos seus comportamentos. Como colegas com quem as crianças não brincavam, foram citados aqueles com desenvolvimento típico que apresentavam comportamentos agressivos. Sobre seus colegas com TEA, estes foram considerados por seus pares como colegas preferidos, destacando-se também o uso dos termos &#8220;especial&#8221; ou &#8220;bebê&#8221; para caracterizá-los, e, ainda, o fato de que com o tempo eles passaram a ser vistos a partir das suas capacidades e interesses. Discute-se, por fim, a importância de estudar a inclusão escolar a partir da perspectiva das crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aimed at investigating the conceptions of children with typical development about their school experiences in contexts of inclusion of classmates with Autism Spectrum Disorder - ASD at two different moments, at the beginning and at the end of the school year, in order to verify possible changes over these conceptions as from the peers&#8217; contact with ASD. As many as 42 children aged 4-5 years old took part, from two child education institutions in the city of João Pessoa, state of Paraíba, Brazil, who had classmates in their classrooms diagnosed with ASD. Semi-structured interviews were applied with children with typical development, which were transcribed and analyzed using Bardin&#8217;s content analysis technique. As results, the children mentioned positive adjectives when describing their daycare, teacher, and peers, both at the beginning and at the end of the school year. It was also common for children to describe the daycare in terms of the activities they performed in their routine, and the people, in relation to their behaviors. As classmates with whom the children did not play, those with typical development that presented aggressive behaviors were mentioned. About their classmates with ASD, they were considered by their peers as favorite classmates, also highlighting the use of the terms &#8220;special&#8221; or &#8220;baby&#8221; to characterize them, and the fact that over time they became viewed from their capacities and interests. Lastly, the importance of studying school inclusion from the perspective of children is discussed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista]]></kwd>
<kwd lng="pt"><![CDATA[Concepções]]></kwd>
<kwd lng="pt"><![CDATA[Crianças Típicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[Conceptions]]></kwd>
<kwd lng="en"><![CDATA[Typical Children]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
</kwd-group>
</article-meta>
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