Development of a teacher training program for autism spectrum disorders: digital information possibilities

Danilo de Assis  Pereira; Paola Matiko Martins  Okuda; Maria Elizabeth Bianconcini de  Almeida; Mario Luis Ribeiro Cesaretti; Maria Helena Senger

doi:10.23925/1984-4840.2024v26a11

Authors

Danilo de Assis Pereira Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde https://orcid.org/0000-0002-1148-2610
Paola Matiko Martins Okuda Federal University of São Paulo (UNIFESP)
Maria Elizabeth Bianconcini de Almeida Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde
Mario Luis Ribeiro Cesaretti Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde
Maria Helena Senger Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde

DOI:

https://doi.org/10.23925/1984-4840.2024v26a11

Keywords:

Autism Spectrum Disorder, Education, Distance Technology, Teacher training, Social Inclusion

Abstract

Objective: Continuing education focused on the inclusion of children with autism spectrum disorder (ASD) can contribute to better implementation of educational practices, and the use of online technologies is an alternative to increasing the number of specialized professionals. Methods: This study develops a distance teacher training program (DTTP) based on the previous research’s identification of the essential requirements for training education professionals caring for children with ASD within a collaborative digital learning environment are used to facilitate learning techniques, strategies, and resources with the goal of fostering innovation; and tests and discusses the program’s feasibility. Results: A total of 187 education professionals from a municipality in Brazil participated in this study and answered a structured questionnaire to collect information on practices, attitudes, and knowledge. Data were analyzed quantitatively to characterize the sample, and the answers were analyzed qualitatively using Nvivo coding assistance software and manual coding; key concepts were isolated, themes developed, and quotes were identified within the interview transcripts to illustrate data analysis. Data saturation was achieved through interviews to identify themes for the syllabus of the course. Conclusion: From the results and based on active learning methodologies to address real-world problems and promote practical and collaborative solutions to daily challenges with theoretical support, the DTTP was designed, and its application was conducted and evaluated.

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Author Biographies

Paola Matiko Martins Okuda, Federal University of São Paulo (UNIFESP)

Pediatric Occupational Therapist with experience in research in child development, child psychiatry, neurodevelopmental disorders and education. I am currently a postdoctoral researcher at the Department of Psychiatry and Medical Psychology at the Federal University of São Paulo (UNIFESP).

Maria Elizabeth Bianconcini de Almeida, Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde

Associate professor at the Pontifical Catholic University of São Paulo (PUC-SP), free professor in Education and technologies (PUC-SP, 2019), PhD in Education (Curriculum) from PUC-SP (2000) with a master's degree in Education (Curriculum) from PUC-SP (1996), degree in Mathematics from Universidade Estadual Paulista Júlio de Mesquita Filho (1973). Member of the Education Advisory Committee of the National Council for Scientific and Technological Development (CNPq, 2014 to July 2017), productivity researcher PQ 1D at CNPq, ad hoc consultant/reviewer at CNPq, CAPES, FAPESP, leader of the research group Training of educators supported by digital media, certified in 2003. Coordinated the Postgraduate Program in Education: Curriculum, at PUC-SP (2009-2013). She has experience in Education and Technologies, with research and publications on curriculum and technologies, distance education, technologies and teacher training, web curriculum, digital culture and education, digital storytelling.

Maria Helena Senger, Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde

Doctor with a degree from the Pontifical Catholic University of São Paulo, PUC/SP, Sorocaba campus (1981), medical residency in Clinical Medicine (RQE48802) and in Endocrinology (RQE46016) at PUC/SP, Sorocaba campus, master's degree (1991) and doctorate ( 1996) in Clinical Endocrinology, both from the Federal University of São Paulo. Post-doctorate at the Faculty of Medical Sciences at Unicamp in 2016, in the area of concentration in Health Education. She is a full professor in the Department of Clinical Medicine, area of Endocrinology, PUC/SP. Experience and work on the following topics: growth hormone, Turner syndrome, metabolic syndrome, diabetes mellitus, medical education and health professions.

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