Teacher training and education of autistic people

Abstract

The present work focuses on the Theory of Structural Cognitive Modifiability developed by Professor Dr. Reuven Feuerstein. Its objective was the training of teachers, aiming at a qualitative education for students with autism and, consequently, the viability of a better quality of life for them. The perspectives based on the results obtained with teachers and students point to the possibility of new teaching strategies based on teaching practice within a process of continuous media coverage between the student, the dynamics of the teacher and knowledge. Alternative communication was used by means of visual resources as pedagogical support for the realization of a meaningful education for such students, considering that the problems of emissive and receptive communication are characteristics inherent to the autism syndrome. The present work focuses on the Theory of Structural Cognitive Modifiability developed by Professor Dr. Reuven Feuerstein. Its objective was the training of teachers, aiming at a qualitative education for students with autism and, consequently, the viability of a better quality of life for them. The perspectives based on the results obtained with teachers and students point to the possibility of new teaching strategies based on teaching practice within a process of continuous media coverage between the student, the dynamics of the teacher and knowledge. Alternative communication was used by means of visual resources as pedagogical support for the realization of a meaningful education for such students, considering that the problems of emissive and receptive communication are characteristics inherent to the autism syndrome.