Perturbação de hiperactividade com défice de atenção : projecto de intervenção
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Data
2009
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Os problemas de hiperactividade e de défice de atenção constituem uma das perturbações mais frequentes na infância e na adolescência, que mais preocupam os professores no contexto de sala de aula, tendo um impacto inegável na vida escolar de um número considerável de crianças. Apresentamos neste trabalho uma revisão da literatura científica sobre a Perturbação de Hiperactividade com Défice de Atenção (PHDA), tal como aparece definida no DSM-IV-TR (2006), bem como algumas questões relacionadas com a sua etiologia e diagnóstico.
A Escala de Conners para Professores e Pais, a análise documental, a observação naturalista, a entrevista realizada à Directora de Turma e os Testes Sociométricos, permitiram-nos concluir que, e segundo o DSM-IV-TR (2006), estamos perante um aluno que preenche os critérios de diagnóstico da PHDA do tipo predominantemente desatento, visto apresentar problemas ao nível da atenção e concentração que o impedem de ter uma prestação académica de acordo com as capacidades que possui. Por outro lado, e apesar de se tratar de um aluno com necessidades educativas especiais, abrangido pelo Decreto-lei 3/2008, constatámos que as únicas estratégias utilizadas pelos docentes da turma consistiram no reforço da autoridade e no reforço do cumprimento de regras, estratégias estas que não consideramos adequadas a esta perturbação. Neste sentido, e dado que os alunos com esta problemática manifestam frequentemente problemas de comportamento e dificuldades de aprendizagem, delineámos um projecto de intervenção, com algumas estratégias cognitivo-comportamentais e educativas com o objectivo de contribuir para melhorar o conhecimento da PHDA dentro da sala de aula e ajudar os professores a lidar com estes alunos em contextos escolares. Assim, gostaríamos de contribuir para a inclusão destes alunos, melhorando o seu relacionamento com os colegas e professores bem como o seu rendimento escolar, autonomia e auto-estima.
Attention-deficit hyperactivity disorder is one of the most common disorders in childhood and adolescence that most concern teachers in the context of the classroom, for having a clear impact on school life of a considerable number of children. We have presented a review of scientific literature on Hyperactivity Disorder with Attention Deficit (ADHD) as defined in the DSM-IV-TR (2006), as well as some issues related to its etiology and diagnosis. The Conners Scale for Teachers and Parents, document analysis, naturalistic observation, the interview the Director of Class and the sociometric test, allowed us to conclude that, and according to DSM-IV-TR (2006), this is a student who fulfils the diagnostic criteria for ADHD predominantly inattentive type. Thus, his academic achievement is compromised because of his poor concentration. Furthermore, and despite being a student with special needs covered by Decree Law 3 / 2008, we realized that the only strategies used by teachers of the class consisted of strengthening the authority and strengthening the enforcement of rules, strategies we do not consider appropriate to this disturbance. In this sense, given that students with these problems often manifest behavioural problems and learning disabilities, we have devised a Classroom Intervention with some cognitive-behavioural and educational strategies in order to contribute to better understanding of ADHD in the classroom and help teachers to deal with these students in school contexts. Thus, we would like to contribute to the inclusion of these students by improving their relationships with peers and teachers as well as their school performance, autonomy and self-esteem.
Attention-deficit hyperactivity disorder is one of the most common disorders in childhood and adolescence that most concern teachers in the context of the classroom, for having a clear impact on school life of a considerable number of children. We have presented a review of scientific literature on Hyperactivity Disorder with Attention Deficit (ADHD) as defined in the DSM-IV-TR (2006), as well as some issues related to its etiology and diagnosis. The Conners Scale for Teachers and Parents, document analysis, naturalistic observation, the interview the Director of Class and the sociometric test, allowed us to conclude that, and according to DSM-IV-TR (2006), this is a student who fulfils the diagnostic criteria for ADHD predominantly inattentive type. Thus, his academic achievement is compromised because of his poor concentration. Furthermore, and despite being a student with special needs covered by Decree Law 3 / 2008, we realized that the only strategies used by teachers of the class consisted of strengthening the authority and strengthening the enforcement of rules, strategies we do not consider appropriate to this disturbance. In this sense, given that students with these problems often manifest behavioural problems and learning disabilities, we have devised a Classroom Intervention with some cognitive-behavioural and educational strategies in order to contribute to better understanding of ADHD in the classroom and help teachers to deal with these students in school contexts. Thus, we would like to contribute to the inclusion of these students by improving their relationships with peers and teachers as well as their school performance, autonomy and self-esteem.
Descrição
Orientação: Jorge Serrano
Palavras-chave
INCLUSÃO ESCOLAR, HIPERATIVIDADE, DÉFICE DE ATENÇÃO, SCHOOL INCLUSION, HYPERACTIVITY, ATTENTION DEFICIT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, DISTÚRBIO DO DÉFICIT DE ATENÇÃO E HIPERATIVIDADE, ATTENTION DEFICIT HYPERACTIVITY DISORDER, TORRES NOVAS