Estratégias de intervenção educativa junto de alunos com hiperatividade e problemas de atenção
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2013
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A Perturbação de Hiperatividade e Défice de Atenção (PHDA) é um distúrbio que, segundo a literatura, afeta entre 3-7% das crianças em idade escolar e que consiste numa tríade de desatenção, hiperatividade e impulsividade. Este distúrbio é prevalente e para os atingidos pode ter consequências gravosas sendo o insucesso escolar um dos primeiros obstáculos. Muitas vezes entendidas pela classe docente como falta de educação e preguiça, estas características não recebem a atenção devida.
Baseado num aluno do 8º ano com diagnóstico de PHDA do tipo misto desde os 5 anos de idade, este projeto destinou-se a estudar sumariamente a PHDA e a encontrar, aplicar e avaliar a eficácia de um conjunto de estratégias de aprendizagem que, numa perspetiva inclusiva, permitissem quer ao aluno quer ao grupo turma desenvolver os seus potenciais de aprendizagem. O aluno não se encontra abrangido pelo Decreto Lei 3/2008 mas apresentou insucesso escolar no 7º ano que quase comprometeu a sua progressão. Integra uma turma de dezasseis alunos que inclui três alunos abrangidos pelo referido decreto sendo um de currículo específico individual.
Este projeto desenvolveu-se no primeiro período do ano letivo 2012-2013 e possui duas vertentes: a tutoria individual - num tempo semanal – assumido na qualidade de diretora de turma, e o espaço de sala de aula curricular de Físico-Química – em três tempos semanais – da qual a autora do presente trabalho é docente.
O projeto de tutoria, sugerido pelo psicólogo que acompanha o aluno, destinou-se à implementação de um Programa de Promoção da Função Cognitiva e de Métodos e Hábitos de Estudo incidindo nos seguintes domínios: componente motivacional, componente comportamental, componente cognitiva, autoconhecimento e autoavaliação, e planeamento de uma metodologia de estudo mais eficaz.
Em sala de aula o enfoque esteve na componente motivacional para o estudo da disciplina com o intento de otimizar as funções executivas de Ativação, Foco e Esforço mencionadas por Brown (2009), e na atribuição de significado aos conteúdos estudados para trabalhar a Memória de curto e longo prazo. Para a abordagem dos vários temas utilizaram-se recursos variados procurando respeitar os vários estilos de aprendizagem mas o recurso a objetos e atividades experimentais foram os que se revelaram mais eficazes.
No final desta intervenção, a avaliação do período em estudo revelou um aluno mais motivado e participativo na generalidade das disciplinas e especialmente em Físico-Química onde obteve classificações acima da média da turma.
PALAVRAS CHAVE: Perturbação de hiperatividade e défice de atenção, inclusão, estratégias de intervenção em sala de aula.
Attention deficit-hyperactivity disorder (ADHD) is a chronic disorder that affects approximately 3-7% of school age children. It consists of a combination of inattention, hyperactivity and impulsiveness. ADHD can have serious consequences for those affected, such as academic underachievement and its symptoms are often dismissed by teachers and staff as bad manners and laziness and therefore are not adequately dealt with. This project used as a subject a Year-8 student diagnosed at 5-years old with ADHD, mixed-type. It aims to give a brief account of ADHD, as well as create, apply and assess the efficacy of several learning strategies that would allow both the student and associated staff to develop their learning potential in an inclusive manner. The student is not under Decreto Lei 3/2008 but displayed educational underachievement in Year-7, which nearly compromised their progression. They are part of a class comprised of sixteen students, including three pupils under the aforementioned enactment, one of whom requires a specific and individually tailored curriculum. The tutorial project, suggested by the psychologist following the student, aimed to implement a Cognitive Function and Study Methods Enhancement program focused on the following components: motivational, behavioral, cognitive, self-awareness and self-assessment, and planning of a more efficient study method. In the classroom, the focus was on the motivational component for the specific subject, with the intention of optimizing the executive tasks of Activation, Focus and Effort, as described by Brown (2009), and on the attribution of meaning to the topics in order to enhance short- and long-term memory. We used varied resources to approach the various topics, making sure that different styles of learning were taken into account. However, it was noted that making use of objects and experimental tasks seemed to be the most efficient method. At the end of this intervention, the academic assessment revealed a generally more motivated and interested student, especially in the Chemistry and Physics module, in which he obtained a grade that was higher than the class’ average.
Attention deficit-hyperactivity disorder (ADHD) is a chronic disorder that affects approximately 3-7% of school age children. It consists of a combination of inattention, hyperactivity and impulsiveness. ADHD can have serious consequences for those affected, such as academic underachievement and its symptoms are often dismissed by teachers and staff as bad manners and laziness and therefore are not adequately dealt with. This project used as a subject a Year-8 student diagnosed at 5-years old with ADHD, mixed-type. It aims to give a brief account of ADHD, as well as create, apply and assess the efficacy of several learning strategies that would allow both the student and associated staff to develop their learning potential in an inclusive manner. The student is not under Decreto Lei 3/2008 but displayed educational underachievement in Year-7, which nearly compromised their progression. They are part of a class comprised of sixteen students, including three pupils under the aforementioned enactment, one of whom requires a specific and individually tailored curriculum. The tutorial project, suggested by the psychologist following the student, aimed to implement a Cognitive Function and Study Methods Enhancement program focused on the following components: motivational, behavioral, cognitive, self-awareness and self-assessment, and planning of a more efficient study method. In the classroom, the focus was on the motivational component for the specific subject, with the intention of optimizing the executive tasks of Activation, Focus and Effort, as described by Brown (2009), and on the attribution of meaning to the topics in order to enhance short- and long-term memory. We used varied resources to approach the various topics, making sure that different styles of learning were taken into account. However, it was noted that making use of objects and experimental tasks seemed to be the most efficient method. At the end of this intervention, the academic assessment revealed a generally more motivated and interested student, especially in the Chemistry and Physics module, in which he obtained a grade that was higher than the class’ average.
Descrição
Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, HIPERATIVIDADE INFANTIL, EDUCATION, SPECIAL EDUCATION, CHILD HYPERACTIVITY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, DISTÚRBIO DO DÉFICIT DE ATENÇÃO E HIPERATIVIDADE, ATTENTION DEFICIT HYPERACTIVITY DISORDER