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O papel da teoria da mente e da aprendizagem de crianças com transtorno do espectro autista na sala de aula


Teoria da mente

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WHALON, K.; COX, S. K. O papel da teoria da mente e da aprendizagem de crianças com transtorno do espectro autista na sala de aula. ETD - Educação Temática Digital, Campinas, SP, v. 22, n. 1, p. 10–26, 2020. DOI: 10.20396/etd.v22i1.8655487. Disponível em: Acesso em: 2 mar. 2024.


O desenvolvimento da competência social é intrinsecamente difícil para os alunos com transtorno do espectro do autismo (TEA). Esses desafios relacionados à competência social são frequentemente atribuídos à cognição social, incluindo a Teoria da Mente (ToM), e não apenas interferem na capacidade de alcançar e manter relacionamentos sociais, mas também podem prejudicar o desempenho acadêmico. Os educadores são responsáveis ​​pela melhora do desempenho acadêmico das crianças com ASD e, devido a essa ênfase na instrução acadêmica, as intervenções que abordam a cognição social, incluindo ToM, podem ser negligenciadas em ambientes de sala de aula. No entanto, a influência do ToM e da cognição social no desempenho social e acadêmico torna essencial que os educadores comecem a abordar essas habilidades precocemente e em ambientes de sala de aula. O objetivo deste artigo é revisar a construção do ToM, bem como os links entre o ToM e o desenvolvimento de habilidades acadêmicas de alunos com ASD. Este artigo inclui exemplos de estratégias educacionais baseadas em evidências (ou seja, leitura e matemática) para alunos com TEA e explicam como essas estratégias também podem apoiar ToM


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