A comunicação e a interação na criança autista : um estudo de caso
Type
masterThesis
Creator
Identifier
201127563
Title
A comunicação e a interação na criança autista : um estudo de caso
Contributor
Pereira, Cristina Maria Gonçalves
Subject
Perturbação do Espectro do Autismo (PEA)
Necessidades Educativas Especiais (NEE)
Sala teacch
Comunicação
Interação
Autism Spectrum Disorder (ASD)
Special Educational Needs (SEN)
Teach classroom
Communication
Interaction
Necessidades Educativas Especiais (NEE)
Sala teacch
Comunicação
Interação
Autism Spectrum Disorder (ASD)
Special Educational Needs (SEN)
Teach classroom
Communication
Interaction
Date
2014-04-11T08:13:15Z
2014-04-11T08:13:15Z
2014-04-11
2013-07
2014-04-11T08:13:15Z
2014-04-11
2013-07
Description
A Perturbação do Espetro do Autismo (PEA) assenta num conjunto de teorias explicativas, apresentando-se como uma perturbação global do desenvolvimento. Caracteriza-se pela presença de um desenvolvimento atípico na interação social, através de um acentuado défice no uso de comportamentos não-verbais, défices ao nível da comunicação, dos comportamentos, dos interesses e das atividades, que apresentam restrições, repetições e estereotipias.
As perturbações do espetro do autismo constituem uma síndroma e, por essa razão, os indivíduos com PEA podem evidenciar uma sintomatologia diversificada, associada a um diagnóstico de deficiência mental que pode ser moderada ou severa, daí apresentarem capacidades e funcionamentos distintos, pelo que se torna imperioso a realização de um diagnóstico diferenciado.
De natureza qualitativa, a investigação realizada foi desenvolvida de forma a permitir uma melhor compreensão acerca da comunicação e da interação de uma criança autista, face à inclusão da mesma numa turma do ensino regular. A criança que integra o estudo frequenta o segundo ciclo do ensino básico, embora tenha um horário adaptado e repartido entre a frequência da sala de ensino estruturado e algumas áreas curriculares do segundo ciclo. Os dados foram obtidos a partir da realização de quatro momentos distintos de observação direta, onde foram preenchidas grelhas de observação e o registo do nível de envolvimento da criança, através da Escala de Envolvimento da criança e também a partir das entrevistas realizadas.
Pudemos constatar que a comunicação da criança pode ser estabelecida através do recurso a sistemas alternativos de comunicação, que lhe permitiram expressar-se a vários níveis e em contextos diferenciados. Verificou-se que a criança estabeleceu interação nos diferentes espaços e locais de aprendizagem.
Os dados analisados foram ao encontro da questão principal e objetivos definidos neste trabalho. A realização deste estudo vem reforçar a importância do contacto direto com a criança com PEA, de forma a permitir uma melhor compreensão e deteção das suas principais limitações, assegurando a sua inclusão, que será uma condição essencial para a operacionalização de uma prática pedagógica promotora de um desenvolvimento cognitivo e social.
Autism Spectrum Disorder (ASD) has a number of explanatory theories, evident as an overall disturbance in development. It is characterized by an atypical development of social interaction, with a marked deficit in non-verbal behavioural skills, inadequate levels of communication, behaviour, interests and activities, revealed through restrictions, repetition and stereotyping. Disorders in the autism spectrum are all aspects of a syndrome and, for this reason, individuals with ASD can show a diverse range of symptoms, associated with a diagnosis of mental deficiency which can be moderate or severe, while the individual exhibits distinct abilities and functions, therefore making it paramount to reach a different diagnosis. In a qualitative manner, this research was developed in a way that would allow a better understanding in the areas of communication and interaction of an autistic child, towards their inclusion in a class from a standard school. The child involved in the study was in the intermediate stage of basic education (the equivalent of middle school in the current Portuguese education system), though she had an adapted timetable which meant she could attend a structured learning room as well as doing some parts of the middle school curriculum. The data was obtained at four distinct moments of direct observation, when observation grids were filled in and the child’s involvement level was registered through an Involvement Scale. Interviews were also undertaken. We discovered that the child’s communication could be assessed through alternative systems of communication, which enabled her to express herself at various levels and in differentiated contexts. It was confirmed that the child achieved interaction in different places and educational facilities. The data was analysed in terms of the main issue and the objectives defined in this work. The completion of this work reinforces the importance of personal contact with an ASD child, in a way that permits a better understanding and observation of their main limitations, ensuring the process of inclusion that will be an essential way to the operationalization of a cognitive and social development able to be promoted in terms of pedagogical approach.
Autism Spectrum Disorder (ASD) has a number of explanatory theories, evident as an overall disturbance in development. It is characterized by an atypical development of social interaction, with a marked deficit in non-verbal behavioural skills, inadequate levels of communication, behaviour, interests and activities, revealed through restrictions, repetition and stereotyping. Disorders in the autism spectrum are all aspects of a syndrome and, for this reason, individuals with ASD can show a diverse range of symptoms, associated with a diagnosis of mental deficiency which can be moderate or severe, while the individual exhibits distinct abilities and functions, therefore making it paramount to reach a different diagnosis. In a qualitative manner, this research was developed in a way that would allow a better understanding in the areas of communication and interaction of an autistic child, towards their inclusion in a class from a standard school. The child involved in the study was in the intermediate stage of basic education (the equivalent of middle school in the current Portuguese education system), though she had an adapted timetable which meant she could attend a structured learning room as well as doing some parts of the middle school curriculum. The data was obtained at four distinct moments of direct observation, when observation grids were filled in and the child’s involvement level was registered through an Involvement Scale. Interviews were also undertaken. We discovered that the child’s communication could be assessed through alternative systems of communication, which enabled her to express herself at various levels and in differentiated contexts. It was confirmed that the child achieved interaction in different places and educational facilities. The data was analysed in terms of the main issue and the objectives defined in this work. The completion of this work reinforces the importance of personal contact with an ASD child, in a way that permits a better understanding and observation of their main limitations, ensuring the process of inclusion that will be an essential way to the operationalization of a cognitive and social development able to be promoted in terms of pedagogical approach.
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