<?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>S1413-65382020000400623</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702020v26e0195</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepção de Professores em Relação ao Processamento Sensorial de Estudantes com Transtorno do Espectro Autista]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Perception in Relation to the Sensory Processing of Students with Autism Spectrum Disorder]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MONTEIRO]]></surname>
<given-names><![CDATA[Rubiana Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Camila Boarini dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[Rita de Cássia Tibério]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GARROS]]></surname>
<given-names><![CDATA[Danielle dos Santos Cutrim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ROCHA]]></surname>
<given-names><![CDATA[Aila Narene Dahwache Criado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; (UNESP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UNESP Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,UNESP ama de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,UNESP Departamento de Fisioterapia e Terapia Ocupacional ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,UNESP Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<numero>4</numero>
<fpage>623</fpage>
<lpage>638</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382020000400623&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382020000400623&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382020000400623&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo objetivou identificar a percepção dos professores em relação ao processamento sensorial de estudantes com Transtorno do Espectro Autista (TEA). Participaram da pesquisa 19 professores de Educação Infantil e Ensino Fundamental I de escolas públicas de um município do interior do estado de São Paulo, bem como seus 62 estudantes. A coleta de dados foi realizada entre os meses de setembro de 2018 e maio de 2019. Foi utilizada a avaliação escalar Perfil Sensorial 2 de Acompanhamento Escolar, que avalia crianças e adolescentes a partir da perspectiva dos professores. A análise dos resultados ocorreu mediante categorias do instrumento. Em todas as categorias, Quadrantes (Exploração, Esquiva, Sensibilidade, Observação), Seções Sensoriais e Comportamentais (Auditivo, Visual, Tato, Movimentos e Comportamental) e Fatores Escolares (Fator Escolar 1, Fator Escolar 2, Fator Escolar 3 e Fator Escolar 4), a classificação de &#8220;Mais e Muito Mais que a Maioria dos Outros (as)&#8221; expressou a maior porcentagem, totalizando, em todos os aspectos avaliados pelo instrumento, 62,9%. O estudo identificou que estudantes com TEA que apresentam um perfil caraterístico de disfunções de Integração Sensorial sofrem impacto da condição de estrutura e função corporal nos processos de ensino e de aprendizagem e na participação em atividades dentro da sala de aula. Os resultados apontam para a importância das ações do terapeuta ocupacional no ambiente escolar por meio do trabalho colaborativo com o professor, visto que os resultados em relação ao perfil sensorial interferem diretamente no desempenho dos estudantes com TEA perante as demandas das atividades no contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aimed to identify the perception of teachers in relation to the sensory processing of students with Autism Spectrum Disorder (ASD). Nineteen teachers of Early Childhood Education and early grades of Elementary Education from public schools in a municipality in the state of São Paulo, Brazil, participated in the research, as well as their 62 students. Data collection was carried out between the months of September 2018 and May 2019. A scale assessment of the Sensory Profile 2 of School Monitoring was used, which evaluates children and adolescents from the perspective of the teachers. The analysis of the results occurred through the categories of the instrument. In all categories, Quadrants (Sensory seeking, Sensory Avoiding, Sensory Sensitivity And Low Registration), Sensory and Behavioral Sections (Auditory, Visual, Tactile, Vestibular and Behavioral) and School Factors (School Factor 1, School Factor 2, School Factor 3 and School Factor 4 ), the classification of &#8220;More and Much More than the Majority of the Others&#8221; expressed the highest percentage, totaling, in all aspects assessed by the instrument 62.9%. The study identified that students with ASD, who have a characteristic profile of Sensory Integration dysfunctions are impacted by the condition of body structure and function in the teaching and learning processes and the participation in activities within the classroom. The results point to the importance of the occupational therapist&#8217;s actions in the school environment through collaborative work with the teacher, since the results in relation to the sensory profile directly interfere with the performance of students with ASD in view of the demands of activities in the school context.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Processamento Sensorial]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Terapia Ocupacional]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Sensory Processing]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Occupational Therapy]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
</kwd-group>
</article-meta>
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