Construction and Content Validity of an Informative Support Pathway for the Inclusion of Students with ASD
DOI:
https://doi.org/10.18264/eadf.v15i1.2407Keywords:
Neurodevelopmental Disorders, Autism Spectrum Disorder , Inclusive education, Content validity, Learning pathsAbstract
The right to regular school has been guaranteed by law in Brazil for students with disabilities for more than thirty years. However, inclusive practice in the classroom still represents a significant challenge for society as a whole. Guiding principles include the right of students with any type of disability to have access to knowledge and participation in the classroom. Currently, knowledge production in this area is increasing, but there are significant gaps in the production of knowledge about inclusive pedagogical practices. Objective: This study aimed to construct, validate, and examine the feasibility of using an Informative Digital Trail (IDT) as support for education professionals in the regular education system regarding the school inclusion of students with Autism Spectrum Disorder (ASD). Method: Information content was developed on different topics related to ASD, organized into six modules. The IDT was presented in e-book format and sent to 5 expert judges for content validation, considering defined criteria of objectivity, clarity, and precision. Results: There was agreement among the evaluators on the content provided in the IDT, considering objectivity (0.8211), clarity (0.7947), and precision (0.7737). Thus, there was a high percentage of agreement among the judges regarding the content presented. The results also helped to clarify the limitations of the content provided. This study brings new perspectives for future research on the continuous training of education professionals for the inclusion of children with ASD.
Keywords: Autism Spectrum Disorder. Neurodevelopmental disorders inclusive. education. Content validity. Informative pathway.
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