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Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report.
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In: Developmental neurorehabilitation, vol 25, iss 2 (2022)
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Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review
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In: Education Sciences; Volume 12; Issue 2; Pages: 138 (2022)
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Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools
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In: Education Sciences; Volume 12; Issue 4; Pages: 284 (2022)
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Examining the Strengths, Experiences, and Needs of Canadian Post-Secondary Students with Autism Spectrum Disorder: A Pilot Study
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Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report.
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Differentiating "Attachment Difficulties" From Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder: Qualitative Interviews With Experienced Health Care Professionals. ...
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A dialética estranho-familiar na inclusão do aluno autista em escolas regulares ; The uncanny dialectic in the inclusion of the autistic student in regular schools
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Sica, Mariana. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Faculdade de Educação, 2021
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Abstract:
A presente pesquisa aborda a temática da inclusão de crianças autistas em escolas regulares, a partir da psicanálise. Para tanto, é retomada, num primeiro momento, a noção de estranho-familiar cunhada por Freud, em 1919. Esse termo surge para designar tudo o que é da ordem de um retorno e causa a sensação de estranheza ou angústia, no sujeito, embora já tenha ocupado um lugar anteriormente familiar. Apontamos como a dialética do estranho-familiar é atualizada no laço professor-aluno autista, posto que quando há uma diferença de difícil identificação inicial, esta pode ser inquietante. Tal gramática culmina ou no acolhimento ou no rechaço do estranho-familiar, em suas formas imaginárias. Também pontuamos que a problemática do encontro inquietante com a diferença não é atual e esteve presente em outros momentos da história, desde o início dos processos de escolarização, onde a figuras imaginárias do estranho recaíam sobre outros públicos escolares, como os pobres, trazendo recortes dessa problemática tal como se deu na Europa e posteriormente no Brasil, sedimentando divisões e justificando retrocessos ou processos colonizatórios difíceis de serem transpostos. Com a atualidade dos tempos, outros públicos passam a ocupar esse lugar de incluídos nas escolas hoje, donde destacamos as crianças autistas ou com o diagnóstico TEA (Transtorno do Espectro Autista), que suscitam uma reatualização da inquietante estranheza no laço educativo. Refletimos ainda, que embora essas crianças possam reatualizar a dialética estranho-familiar junto aos educadores, isso não oferece necessariamente impedimentos para que haja uma operação de acolhimento dessa dialética do lado do educador. Para tanto, balizamos nossas reflexões a partir de psicanalistas, como Maleval (2017) que propõe um entendimento da aprendizagem do autista pela via do signo. Por fim, destacamos, de acordo com Mannoni (1973; 1979) e a experiência institucional de Bonneuil que toda experiência educativa suscita uma relação transferencial que evoca o estranho-familiar em maior ou menor grau e que na medida em que a instituição abre espaço à palavra, um processo de simbolização se instaura e o educador pode realizar o trabalho de acolhimento da dialética estranho-familiar (do aluno e de si). ; This research addresses the issue of the inclusion of autistic children in regular schools, from a psychoanalytic approach. To do so, it is taken up, at first, the notion of the uncanny coined by Freud in 1919. This term comes to designate all that is in the order of a return and cause a feeling of strangeness or distress, in the subject, although it has previously occupied a familiar place. Thus, we point out how the dialectic of the uncanny is updated in the autistic teacher-student bond, considering that when there is a difference of difficult initial identification, it can be disturbing. Such grammar culminates either in the welcoming or in the rejection of the uncanny, in its imaginary forms. We also point out that the matter of the disturbing encounter with the difference is not current and took place in other moments in history, since the beginning of schooling processes, in which the imaginary figures of the stranger fell on other school audiences, such as the poor, bringing up fragments of this problem as it happened in Europe, and after that in Brazil consolidating divisions and justifying setbacks or colonization processes that are difficult to overcome. With the current times, other publics start to occupy this place of the one included in schools today, within that we highlight children with autism or diagnosed with ASD (Autistic Spectrum Disorder), who update the disturbing strangeness of the educational bond. We consider that, although these children may update the uncanny dialectic with educators, it does not necessarily avoids an operation of welcoming this dialectic on the educator's side. For that, we base our reflections from psychoanalysts, such as Maleval (2017), who proposes an understanding of autistic learning via sign. Finally, we point out, according to Mannoni (1973; 1979) and Bonneuils institutional experience, that every educational experience raises a transference relationship that evokes the repressed uncanny into a greater or lesser degree and as the institution opens space to the use of word, a symbolization process takes place and the educator can perform the work of welcoming the uncanny dialectic (of the student and of himself).
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Keyword:
Autism; Autism spectrum disorder (ASD); Autismo; Bonneuil; Estranho-familiar; Psicanálise; Psychoanalysis; Transtorno do espectro autista (TEA); Uncanny
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URL: https://doi.org/10.11606/D.48.2021.tde-25062021-125844
https://www.teses.usp.br/teses/disponiveis/48/48138/tde-25062021-125844/
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| 8 |
Improvement of communicative-pragmatic ability in adolescents with Autism Spectrum Disorder: The adapted version of the Cognitive Pragmatic Treatment
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| 9 |
An Examination of Articulatory Precision in Children and Adults with Autism Spectrum Disorder
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In: All Graduate Plan B and other Reports (2021)
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| 10 |
Speech tested for Zipfian fit using rigorous statistical techniques
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In: Proceedings of the Linguistic Society of America; Vol 6, No 1 (2021): Proceedings of the Linguistic Society of America; 394–402 ; 2473-8689 (2021)
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| 11 |
Academic help seeking in lower secondary school students with ASD and ensuing teachers’ answers
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In: European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs) ; https://hal-inshea.archives-ouvertes.fr/hal-03152161 ; European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs), Aug 2020, Louvain, Belgium (2020)
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| 12 |
The inter-relationships between cerebral visual impairment, autism and intellectual disability
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In: ISSN: 1873-7528 ; Neuroscience & Biobehavioral Reviews ; https://hal.archives-ouvertes.fr/hal-03026222 ; Neuroscience & Biobehavioral Reviews, Oxford: Elsevier Ltd., 2020, 114, pp.201-210. ⟨10.1016/j.neubiorev.2020.04.008⟩ (2020)
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| 13 |
Identifying Language and Cognitive Profiles in Children With ASD via a Cluster Analysis Exploration: Implications for the New ICD-11
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In: ISSN: 1939-3806 ; EISSN: 1939-3806 ; Autism Research ; https://hal.archives-ouvertes.fr/hal-02880841 ; Autism Research, International Society for Autism Research, Wiley Periodicals, Inc., 2020, ⟨10.1002/aur.2268⟩ (2020)
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| 14 |
Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
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| 15 |
Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
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| 16 |
The Relationship between Expressive Language Sampling and Clinical Measures in Fragile X Syndrome and Typical Development.
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In: Brain sciences, vol 10, iss 2 (2020)
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| 17 |
USE OF MULTIMODAL COMMUNICATION IN PLAY INTERACTIONS WITH CHILDREN WITH AUTISM ...
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Rain, Avery. - : Digital Repository at the University of Maryland, 2020
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| 18 |
Caregiver descriptions of joint activity routines with young children with autism spectrum disorder in South Africa.
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| 19 |
The Relationship between Expressive Language Sampling and Clinical Measures in Fragile X Syndrome and Typical Development
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In: Brain Sciences ; Volume 10 ; Issue 2 (2020)
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| 20 |
An Action Research Project using the Dialogic Story Reading Approach with Children with Autism Spectrum Disorder
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