Banca de DEFESA: LARISSA PIAZZETTA GYSI

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LARISSA PIAZZETTA GYSI
DATE: 10/10/2025
TIME: 09:00
LOCAL: IFRS - Campus POA - Webconferência
TITLE:

PEER TUTORING FOR THE INCLUSION OF STUDENTS WITH AUTISTIC SPECTRUM DISORDER IN PROFESSIONAL EDUCATION: Experiences in Integrated High School

KEY WORDS:

Professional and Technological Education. Peer Tutoring. Inclusive Education. Integrated High School. Autism Spectrum Disorder.

PAGES: 122
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research, part of the Master's program in Professional and Technological Education (ProfEPT) and part of the Educational Practices in Professional and Technological Education research line, sought to understand Peer Tutoring (PT) as a support method for the inclusion of students diagnosed with Autism Spectrum Disorder (ASD) in Professional and Technological Education. The research question is: Is peer tutoring a support method for students with autism spectrum disorder that contributes to their inclusion in professional education? We research academic theory to conceptualize this practice and also to understand other aspects related to the inclusion of autistic students in integrated high school. We analyzed the perceptions of those involved in the tutoring experience linked to Napne, adopted by the two campuses studied. This is an applied research with a qualitative approach. Field research involved semi-structured interviews. Data were interpreted based on the methodology of discursive textual analysis. The literature supporting this study validates Peer Tutoring as a potential supportive method for autistic students in integrated high school, and this understanding can be expanded to all students with special educational needs. The theory about PT presents a variety of models for the practical application of Peer Tutoring; however, they share the common characteristic of structuring these practices, which we summarize as: Planning; Tutor Selection; Tutor Training; Pairing; Supervision; and Ongoing Guidance. Based on this understanding, we conclude that the experiences at both campuses are not characterized as Peer Tutoring, but they do have similarities. Nevertheless, the experiences analyzed were perceived as successful by the participants, and benefits for the students involved were also evident. The research findings supported the formulation of the Educational Product - Peer Tutoring Handbook: Accessibility and Inclusion for Students with ASD - which was developed to assist in the process of structuring peer tutoring at the campuses studied.

COMMITTEE MEMBERS:
Presidente - ANDREA POLETTO SONZA
Externa à Instituição - CLARISSA HAAS - UFRGS
Externa à Instituição - LARISSY ALVES COTONHOTO - IFES
Externo à Instituição - WOQUITON LIMA FERNANDES