Estratégias de Intervenção devem ter os docentes para a Inclusão de Alunos com Perturbação Hiperactividade e Défice de Atenção
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2012
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Este estudo centra-se em aprofundar o conhecimento sobre a Perturbação de hiperactividade com défice de atenção na infância, os problemas associados e a pertinência da intervenção em contexto de sala de aula.
Sabe-se que a PHDA afecta um elevado número de crianças e jovens condicionando o seu rendimento escolar e colocando as instituições escolares, os professores e os pais em constante desafio. Problemática qualificada por impulsividade, hiperactividade, e falta de atenção.
Neste contexto, é expectável que a escola dinamize acções que permitam uma igualdade de oportunidades, um ensino de qualidade, de transmissão de saberes e desenvolvimento de competências individualizadas, implementando estratégias educativas e pedagógicas centradas na diversidade dos alunos a fim de impulsionar o sucesso escolar.
Assim, este trabalho pretende averiguar qual o conhecimento dos professores, do 1º e 2º. Ciclo sobre a PHDA e que práticas educativas empregam.
A metodologia utilizada á recolha de dados através de inquérito por questionário. Os resultados demonstram que grande parte dos professores têm conhecimento sobre PHDA, alguns dos quais já tiveram alunos com esta problemática e consideram importante ter formação especializada, dado ser difícil de gerir. Em geral os professores julgam que a PHDA não desaparece e as escolas ainda têm falta de recursos no acompanhamento. No entanto, de uma forma geral os professores consideram importante ter estratégias para aperfeiçoar o desempenho escolar.
This study focuses on deepening our knowledge of attention deficit hyperactivity disorder in childhood, problems associated with the intervention and its relevance in the context of the classroom. Nowadays, it is known that ADHD affects a large number of children and young people reducing their school performance and placing the schools, teachers and parents in a constant challenge. This kind of problematic is generally qualified by impulsiveness, hyperactivity and inattention. In this context, it’s expected that the school will foster actions that allow equal opportunities, quality education, transmission of knowledge and individual skills and also implementing training and educational strategies focused on the student in order to boost school success. This study seeks to establish what are the necessary knowledge of elementary and middle school teachers and which educational practices should be employed. The used methodology will collect data through a questionnaire survey. The results show that most teachers have knowledge about ADHD and that some have had students with this disorder, considering important to have specialized training since it’s an extremely hard problem to manage. In general, teachers believe that ADHD does not disappear and schools still lack the resources to monitor students who present this disorder. However, most teachers consider important to have certain strategies so that they can improve the school performance of these students.
This study focuses on deepening our knowledge of attention deficit hyperactivity disorder in childhood, problems associated with the intervention and its relevance in the context of the classroom. Nowadays, it is known that ADHD affects a large number of children and young people reducing their school performance and placing the schools, teachers and parents in a constant challenge. This kind of problematic is generally qualified by impulsiveness, hyperactivity and inattention. In this context, it’s expected that the school will foster actions that allow equal opportunities, quality education, transmission of knowledge and individual skills and also implementing training and educational strategies focused on the student in order to boost school success. This study seeks to establish what are the necessary knowledge of elementary and middle school teachers and which educational practices should be employed. The used methodology will collect data through a questionnaire survey. The results show that most teachers have knowledge about ADHD and that some have had students with this disorder, considering important to have specialized training since it’s an extremely hard problem to manage. In general, teachers believe that ADHD does not disappear and schools still lack the resources to monitor students who present this disorder. However, most teachers consider important to have certain strategies so that they can improve the school performance of these students.
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Orientação: Luís de Sousa
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, HIPERATIVIDADE, DÉFICE DE ATENÇÃO, EDUCATION, SPECIAL EDUCATION, HYPERACTIVITY, ATTENTION DEFICIT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR