Specialized educational care in the public system: Intervention strategy in a case of double exceptionality

Abstract

Among the diversity of students in the school context, there are those who still have little identification in the regular classroom, including Double Exceptionality (DE), that is, Asperger's Syndrome (SA) and High Skills (AH). Due to gaps in the initial and continuing training of teachers that enable them to recognize the characteristics of specific human talents, the biggest loser in this situation is the student. Qualitative research where the object researched is the trajectory of the student XD (fictitious name) in the school environment. The type of study is the single case study, which places the case as the focus of the research. The Medical Evaluation showed a clearly above average position in intellectual capacity and an average above expected for age and schooling, with percentile equal to or higher than 40% for a group of the same age group; his cognitive development presented some distortions with delays, his academic performance being impaired due to limitations in social interactions, in addition to severe blockages in relation to the environment, with reactions to pressure, anxiety, inadequate feelings, which made him highly attached to his imagination and fantasy, bringing the feeling of a dangerous, uncertain, rigid, inflexible world. In this case, communication increased as trust was established and it was possible to perceive the set of experiences of the subject of the report from the stimulus of a game, since playfulness had a positive role in this process linked to difficulties. The oral communication skill was stimulated with gamification and graphic representation, stimulated by the interest in the English language. The partnership with an institution with a gamification and robotics project greatly facilitated the development of XD as an individual in society, strengthening ties, affirming trust and opening new professional horizons. A particular actor, the Teacher Coordinator of the Pedagogical Center, and the collaboration of the entire school community leveraged and sustained XD's educational inclusion.

DOI:https://doi.org/10.56238/ptoketheeducati-058