A DESESTRUTURAÇÃO FAMILIAR E O ADOLESCENTE EM CONFLITO COM A LEI: PONTOS E CONTRAPONTOS

The discussion about teenagers who engage in violent actions have been considered a large social problem, whether as victims or as perpetrators. In this context, this research, carried out in the area of Human Rights aims higher, understand which elements of the family dynamic of adolescents in conflict with the law, which are a measure of deprivation of liberty, in the Socio-Educational System, the municipality of Barra do Garças-MT, contributed to these enter in the world of infraction. This is an exploratory research, qualitative approach, which analyses, so narrow, the family dynamics of these interns. It was used in theoretical discussion, works of Kozen, Dias, Tepedino, Statute of children and adolescents, among others. Already the field research was carried out in the aforementioned institution. It is concluded that the home environment can influence the teenager to commit unlawful acts.A discussão sobre adolescentes que se envolvem em ações violentas tem sido considerada um problema social de grandes dimensões, seja como vítimas, seja como autores. Nessa conjuntura, esta pesquisa, realizada na área de Direitos Humanos, tem por objetivo maior compreender quais elementos da dinâmica familiar de adolescentes em conflito com a lei, que estão cumprindo medida de privação de liberdade, no sistema socioeducativo, do município de Barra do Garças – MT, contribuíram para que estes ingressassem no mundo da infração. Trata-se de uma a pesquisa exploratória, de abordagem qualitativa, que analisa, de modo estreito, a dinâmica familiar desses internos. Utilizou-se em discussão teórica, obras de Kozen, Dias, Tepedino, Estatuto da criança e do Adolescente, dentre outras. Já a pesquisa de campo foi realizada na instituição supracitada. Conclui-se que o ambiente familiar pode influenciar os adolescentes à prática de atos ilícitos.

Assistive technology for an inclusive school for schoolchildren with special needs: autism spectrum disorders

Background: The debate and research over autism spectrum disorders (ASD) encounter a theoretical and interpretive impasse that reflects our inability to provide a coherent definition. This challenge is confirmed by the current description of the condition as a spectrum, and its management stretches the limits of the various relevant fields of knowledge and research, including medicine, psychology, language and communication, education, sociology, human rights, ethics and legal issues, philosophy. Objectives: In the diagnostic and therapeutic approach to persons with physical disabilities, technology has been tool. In the case of ASD, however, although some lines of research are focused on the study of sensory defects, the cause appears to lie, not only in perception, but also in interpretation of stimuli from the outside world. Since we entered the “digital era”, the use of technology as an assistive tool in interpretation of the surrounding world appears to provide a borderline between our knowledge and the dark area of our ignorance. For tackling this, an interdisciplinary approach is required. Which kind of assistive technology (AT) should be employed in the case of ASD, which leads us to an encounter with the theoretical and institutional void that the stormy pace of the digital transformation and evolution has created. Methods: Searching was through PubMed, National Institute of Health (NIH) publications, the official websites of European Union , Autism Europe, resources were found in the library of the University of Macedonia. Ninety eight papers were identified through the literature review in the period 2000-2021 Results: A features of postmodern society that is taking shape under the influence of the digital technology could be the crossing from the physical reality into the virtual realm. Another feature might be the reference to symbolic language that characterizes the various different fields of knowledge, together with their protocols and communication jargon. This entails the creation of hybrid knowledge which is expanding our physical world, and which makes possible intercommunication between isolated disciplinary fields. People with ASD feel more at ease when dealing with digital entities than in interaction with other people. Also individuals who are involved in the digital realm for long periods present characteristics similar to those of ASD. Could the creation of a virtual realm be possible, which would act as a common locus between the so-called normal and people with ASD. Conclusion: We conducted a preliminary study to explore the possibility of an interdisciplinary research program with the participation of experts from the various fields involved in the many aspects of ASD

Organization and management of the ways in which teachers and parents with children with ASD communicate and collaborate with each other

Objectives: This study empirically investigates critical issues relating to prevailing views and perceptions of teachers and parents with children with Autism Spectrum Disorders (ASD) towards the organization and management of approaches to their efficient collaboration and communication. Methods: A total sample of 171 teachers and 50 parents with children with ASD attending primary mainstream or special school units in Greece were randomly selected and were subsequently invited to answer a structured questionnaire. Results: The key empirical results indicate 50.9% of teachers believe teacher–parent meetings for communication and information purposes should be arranged by the schools once a month; 49.1% of teachers once a week; and, the majority of parents (98%) every month. The majority of teachers (90.6%) are seen to contain the view that meetings with children’s parents are critical; 90.1% of them feel respect for their students’ parents; and, 69.6% of them take parents’ views on their children’s performance and behavior very seriously. All parents consider it very important to get to know children’s teachers; the majority (82%) feel respect for their children’s teachers; 76% of them take teachers’ views on their children’s performance and behavior into serious consideration; 39.2% of teachers and 88.0% of parents recognize their children’s special educational needs. Conclusion: The critical factors found to play a fundamental role in teachers’ views include: the work unit; previous experience of ASD; and, relevant postgraduate studies. © 2017, © The British Society of Developmental Disabilities 2017

Tech-Aided Interventions for Vocational Skills in Adolescents and Young Adults with Autism Spectrum Disorder

Employment appears to be one of the greatest problems individuals with ASD have to deal with during their transition to adult life. In particular, unemployment or underemployment appears to be common among them, which suggests a gap in employment theory and practice focusing on the needs of this population. Tech-aided interventions appear to be promising since they can provide them opportunities to access competitive employment. The purpose of the current article is to examine the use of technology in interventions for adolescents and young adults with ASD in school, home, and community settings. In particular, it focused on the users of technology, the goals addressed, the type of technology employed, the contexts in which intervention practices were employed, and the outcomes for adolescents and young adults with ASD. In most of the studies, positive results were recorded and the importance of the work-related social skills was underlined. Technology appears to show potential for the enhancement of vocational skills of adolescents and young adults with ASD. Future research should focus on the improvement of work-related social skills and the skills needed for successful job seeking and an interview process. The maintenance and the generalization of the acquired skills should be examined too

Views and attitudes of teachers on the educational integration of students with autism spectrum disorders

Objectives: To investigate the views and attitudes of Greek teachers on educational and vocational integration of students with autism spectrum disorders (ASD). Methods: A statistically reliable sample of questionnaires distributed towards a diversified teacher population is evaluated. The mean values of teachers' responses are analyzed with respect to critical independent variables: previous relevant training; and/or experience. Results: The majority of the sample had a positive view towards the educational and vocational integration of students with ASD. Nevertheless, teachers appear to be sceptical in assuming that these students can be efficiently treated in their classroom. The vast majority of teachers maintain that students with ASD can be trained in technical vocation. However, the absence of support services is highly ranked as the most serious constraint for vocational integration. Conclusion: Training and experience substantially influenced teachers' views and attitudes in a positive way towards the integration of students with ASD. © 2013 Informa UK Ltd. All rights reserved: reproduction in whole or part not permitted

Teachers' perceptions regarding the management of children with autism spectrum disorders

This study examines Greek teachers' perceptions related to the nature and management of autistic children. To investigate these issues, a statistically reliable number of questionnaires (n = 228) was distributed to a diversified teacher population. The questionnaire responses were analyzed statistically to identify the explanatory power of critical independent variables. The research findings support that teachers' specialized training and working experience are critical inputs to improve teachers' perceptions and efficient serving of autistic children. A cumulative joint effect of teachers' previous specialized education and working experience working with autistic children was also indicated. This could be supportive of teachers upgrading their active leading role in team working with specialized scientific staff, parents and institutions on autistic children. © Springer Science+Business Media, LLC 2011

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

Countries seek to implement sustainable policies for supporting professionals working with students with an autism spectrum disorder. These policies can advance more slowly in developing states like Romania and Greece. As such, this study aimed to investigate the reported knowledge and training needs of professionals working with ASD students to inform policymakers. Using a cross-sectional design, 475 Romanian and 211 Greek specialists completed an online questionnaire on the following dimensions: diagnosis and assessment of ASD, management of behavioural problems in ASD students, communication skills, technology, teaching, and e-learning platforms. The results showed that Greek professionals have higher levels of ASD knowledge compared to Romanian respondents (MGreece = 15.2, SDGreece = 4.22; MRomania = 13.7, SDRomania = 3.88; U = 39703, p Greece = 26, SDGreece = 2.98; MRomania = 27.2, SDRomania = 1.84; U = 35556, p < 0.001). Both countries reported the lowest level of knowledge in innovative teaching technologies and high training needs using an e-learning platform. The results emphasise important gaps in the educational programmes for ASD professionals

Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder

People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively. According to the total scores on SAS-TR, 46.8% of the children with ASD presented levels of anxiety within the clinical spectrum compared with 15.3% of the children of TD. Gender and age were not associated with the anxiety scores, but in the children with ASD, higher intelligence quotient (IQ) was weakly, and better verbal skills more strongly correlated with a higher anxiety level. Teachers’ awareness of anxiety symptoms in children with ASD may contribute to their social inclusion. © 2018, Springer Science+Business Media, LLC, part of Springer Nature

The Contribution of Machine Learning and Eye-Tracking Technology in Autism Spectrum Disorder Research: A Systematic Review

Early and objective autism spectrum disorder (ASD) assessment, as well as early intervention are particularly important and may have long term benefits in the lives of ASD people. ASD assessment relies on subjective rather on objective criteria, whereas advances in research point to up-to-date procedures for early ASD assessment comprising eye-tracking technology, machine learning, as well as other assessment tools. This systematic review, the first to our knowledge of its kind, provides a comprehensive discussion of 30 studies irrespective of the stimuli/tasks and dataset used, the algorithms applied, the eye-tracking tools utilised and their goals. Evidence indicates that the combination of machine learning and eye-tracking technology could be considered a promising tool in autism research regarding early and objective diagnosis. Limitations and suggestions for future research are also presented