Autism spectrum disorder: challenges at the university
DOI:
https://doi.org/10.33448/rsd-v12i4.39507Keywords:
Autism; Autistic disorder; University; Education.Abstract
Introduction: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties in social interaction, communication, and repetitive and restricted behaviors. Its prevalence has increased considerably in recent decades. Although a large proportion of people with ASD enter higher education, a considerable portion, approximately 60% of these students, fail to complete their degrees. Objective: to identify the main challenges faced by academics with ASD at university. Methodology: This is a qualitative exploratory-descriptive study. A focus group interview was conducted with 3 students enrolled in the medical course of a public university in the north of Minas Gerais. The data obtained through the interview were classified and categorized for content analysis according to Bardin's method, allowing inductively establish conclusions after analysis and interpretations. Results: several demands were identified, such as the lack of reception of the academic center by the university secretariat, preparation of tests with simpler language, adaptations in seminars, lack of information about ASD by teachers at the beginning of each tutoring and it was also identified that there is a good reception by teachers and students. Conclusion: The university needs to adapt to the reality of the students with ASD. The teaching staff needs training to deal with these students, in order to avoid embarrassment. The rights of the students need to be clarified and the support centers should be exposed.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. Washington, DC: American Psychiatric Association. 947 p.
Attwood, T. (2010). Tudo sobre a síndrome de Asperger. Lisboa: Babel.
Bardin, L. (2011). Análise de conteúdo. Edições 70. 229 p.
Bolourian, Y., Zeedyk, S. M., & Blacher, J. (2018). Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders. Journal of autism and developmental disorders, 48(10), 3330–3343.
Bosa, C. (2002). Autismo: atuais interpretações para antigas observações. In: Baptista, Cláudio Roberto, Bosa, Cleonice (org.). Autismo e educação: reflexões e propostas de intervenção. Porto Alegre: Artmed, 21-39.
Brasil. Lei no 12.764/2012, de 27 de dezembro de 2012. Institui a Política Nacional de Proteção dos Direitos da Pessoa com Transtorno do Espectro Autista, e altera o § 3º do art. 98 da Lei nº 8.112, de 11 de dezembro de 1990. Brasília, DF, 2012.
Brasil. Lei nº 13.146, de 6 de julho de 2015. Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência). Brasília, DF, 2015.
Brasil. Ministério da Educação. Política nacional de educação especial na perspectiva da educação inclusiva. Brasília, DF: Ministério da Educação, 2008.
Brasil. Ministério da Saúde. Secretaria de Atenção à Saúde. Departamento de Ações Programáticas Estratégicas. Diretrizes de Atenção à Reabilitação da Pessoa com Transtornos do Espectro do Autismo (TEA) / Ministério da Saúde, Secretaria de Atenção à Saúde, Departamento de Ações Programáticas Estratégicas. Brasília: Ministério da Saúde, 2014. 88p.
Brimacombe, M., Ming, X., & Lamendola, M. (2007). Prenatal and birth complications in autism. Matern Child Health J., 11(1), 73-79.
Centers for Disease Control and Prevention. Prevalence of autism spectrum disorders. Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States, 2002. MMWR Surveill Summ. 2007, 56(1), 1-20.
Centers for Disease Control and Prevention. (2009). Prevalence of autism spectrum disorders - Autism and Developmental Disabilities Monitoring Network, United States, 2006. MMWR Surveill Summ., 58(10), 1-20.
Centers for Disease Control and Prevention Prevalence of autism spectrum disorders— Autism and Developmental Disabilities Monitoring Network, United States, 2008. MMWR Surveill Summ. 2012, 61(3), 1-22.
Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorder among children aged 8 years - autism and developmental disabilities monitoring network, 11 sites, United States, 2010. MMWR Surveill Summ., 63(2), 1-21.
Maenner, M. J., Shaw, K. A., & Baio, J. (2020). Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. MMWR Surveill Summ., 69(1), 1–12.
Dodds, L., Fell, D. B., Shea, S., Armson, B. A., Allen, A. C., & Bryson, S. (2011). The role of prenatal, obstetric and neonatal factors in the development of autism. Journal of autism and developmental disorders, 41(7), 891-902.
Donati, G. C. F., & Capellini, V. L. M. F. (2018). Consultoria colaborativa no ensino superior, tendo por foco um estudante com transtorno do espectro autista. Revista Ibero-Americana de Estudos em Educação, 13(2), 1459-1470.
Duan, G., Yao, M., Ma, Y., & Zhang, W. (2014). Perinatal and background risk factors for childhood autism in central China. Psychiatry research, 220 (1), 410-417.
Ferrari, J. B. (2016). Inclusão de um estudante autista no ensino superior, um relato de experiência na UFPR Litoral. São Carlos: UFSCar.
Figueiredo, R. V. (2010). A escola de atenção às diferenças. In: Figueiredo, Rita Vieira de, Boneti, Lindomar Wessler, Poulin, Jean-Robert (Org.). Novas luzes sobre a inclusão escolar. Fortaleza: Edições UFC.
Fombonne, E. (2009). Epidemiology of pervasive developmental disorders. Pediatric research, 65(6), 591-598.
Froehlich-Santino, W., Tobon, A., Cleveland, S., Torres, A., Phillips, J., Cohen, B., et al. (2014). Prenatal and perinatal risk factors in a twin study of autism spectrum disorders. J Psychiatr Res., 5(4), 100-108.
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. (2018). Sinopse Estatística da Educação Superior 2017. Brasília: Inep.
Keil, K. P., & Lein, P. J. (2016). DNA methylation: a mechanism linking environmental chemical exposures to risk of autism spectrum disorders? Environmental epigenetics, 2(1), 1- 15.
Larsson, H. J., Eaton, W. W., Madsen, K. M., Vestergaard, M., Olesen, A. V., Agerbo, E., et al. (2005). Risk factors for autism: perinatal factors, parental psychiatric history, and socioeconomic status. American journal of epidemiology, 161(10), 916-925.
Maenner, M. J., Shaw, K. A., & Baio, J. (2020). Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. MMWR Surveill Summ., 69(1), 1–12.
Maia, F. A., Almeida, M. T. C., Alves, M. R., Bandeira, L. V. S., Silva, V. B., Nunes, N. F., et al. (2018). Transtorno do espectro do autismo e idade dos genitores: estudo de caso-controle no Brasil. Cad. Saúde Pública, 34(8), 1-14.
Maramara, L. A., He, W., & Ming, X. (2014). Pre- and perinatal risk factors for autism spectrum disorder in a New Jersey cohort. Journal of child neurology, 29(12), 1645-1651.
Oliveira, A. F. T. M.., Santiago, C. B. S., & Teixeira, R. A. G. (2022). Educação inclusiva na universidade: perspectivas de formação de um estudante com transtorno do espectro autista. Educação E Pesquisa, 48(contínuo), e238947.
Mesquita, D. L. (2001). Escolher para que e porquê? Análise de ações educativas com crianças e adolescentes. Dissertação de Mestrado — Programa de Pós-Graduação em Educação e Currículo — Pontifícia Universidade Católica, São Paulo.
Minayo, M. C. S. (2000). O desafio do conhecimento: pesquisa qualitativa em saúde. (7a ed.), Hucitec.
Muccini, P. (2017). Estudantes com surdocegueira na universidade: mapeando barreiras e facilitadores que perpassam o processo de inclusão acadêmica. Dissertação (mestrado). Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Psicologia, Florianópolis.
Myers, S. M., Voigt, R. G., Colligan, R. C., Weaver, A. L., Storlie, C. B., Stoeckel, R. E., & Katusic, S. K. (2019). Autism Spectrum Disorder: Incidence and time trends over two decades in a population-based birth cohort. J Autism Dev Disord, 49(4), 1455-1474.
Newman, L., Wagner, M., Knokey, A.M., Marder, C., Nagle, K., Shaver, D., Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study-2 (NCSER 2011-3005), Menlo Park, CA: SRI International.
Olivati, A.G., & Leite, L.P. (2019). Experiências Acadêmicas de Estudantes Universitários com Transtornos do Espectro Autista: uma Análise Interpretativa dos Relatos. Revista Brasileira de Educação Especial, 25, 4, 729-746.
Patton, M. Q. (1990). Qualitative evaluation and research methods. (2a ed.), Thousand Oaks: Sage.
Rosa, F. D. (2015). Autistas em idade adulta e seus familiares: recursos disponíveis e demandas da vida cotidiana (Tese de Doutorado). Universidade Federal de São Carlos, São Carlos, São Paulo, Brasil, 2015.
Santana, A. P. O. (2015). Acessibilidade e permanência: um estudo do programa institucional de apoio aos estudantes da Universidade Federal de Santa Catarina. Rev. Ibero-Americana de Estudos em Educação, 673-690.
Sassaki, R. Z. (2002). Terminologia sobre a deficiência na era da inclusão. Revista Nacional de Reabilitação, 5(24), 6-9.
Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an Autism Spectrum Disorder. Pediatrics, 129(6), 1012-1049.
Silva, M. C., & Pavão, S. M. O. (2018). (Im)possibilidades das adaptações curriculares na educação superior. Revista e-Curriculum, 16(3), 621-649.
Silva, S. C., & Pavão, S. M. O. (2019). Perfil acadêmico dos estudantes com Transtorno do Espectro Autista matriculados no Ensino Superior. Rev. educ. espec., 23(1).
Tordjman, S., Somogyi, E., Coulon, N., Kermarrec, S., Cohen, D., Bronsard, G., et al. (2014). Gene x Environment interactions in autism spectrum disorders: role of epigenetic mechanisms. Frontiers in psychiatry, 5(0), 53.
Zhang, X., Lv C. C., Tian, J., Miao, R. J., Xi, W., Hertz-Picciotto, I., et al. (2010). Prenatal and perinatal risk factors for autism in China. Journal of autism and developmental disorders, 40(11), 1311-132.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Stefany Caterine Mendes Rodrigues Lima; Thaís Amanda Damasceno Silva; Ana Júlia Soares Oliveira; Laura Vicuña Santos Bandeira; Fernanda Dias Alves
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
