Hiperactividade : que resposta educativa?
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2012
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A presente dissertação de mestrado procura estudar a problemática do Distúrbio da Hiperactividade e de Défice de Atenção (D.H.D.A.). É minha intenção ouvir a voz, na primeira pessoa, de docentes que contactam com crianças com esta patologia, olhá-los de uma forma singular e tentar saber como constroem as suas aprendizagens.
Esta dissertação divide-se em duas partes. A primeira parte está relacionada com a pesquisa bibliográfica sobre a temática em estudo e, a segunda parte está relacionada com o estudo de campo realizado.
Este estudo está organizado por capítulos, o primeiro relata os conceitos que estão associados com o D.H.D.A., como também a observação dos critérios de avaliação e diagnóstico e as formas de intervenção desta problemática. No segundo capítulo está presente uma abordagem teórica aos processos da escola inclusiva de forma a fazer a ligação entre os problemas de comportamento associados à hiperactividade e os problemas de aprendizagem. Seguidamente apresento a análise das possíveis respostas educativas a adoptar pelos professores ao nível curricular. O quinto capítulo representa a pesquisa empírica realizada através de inquéritos por questionário a docentes de três estabelecimentos de ensino. Por fim, apresento a análise dos dados recolhidos assim como algumas conclusões.
This dissertation aims to study the problem of Hyperactivity Disorder and Attention Deficit Disorder (ADHD). It is my intention to hear the voice, first person, of teachers who come into contact with children with this condition, look at them in a unique way and try to learn how to build their learning. This thesis is divided into two parts. The first part is related to the literature on the subject under study, and the second part relates to the field study conducted. This study is organized by chapters, the first reports on the concepts that are associated with ADHD, as well as the observation of the criteria for evaluation and diagnosis and intervention forms of the problem. In this second chapter is a theoretical approach to the processes of inclusive schooling in order to make the link between behavior problems associated with hyperactivity and learning problems. Next, I present the analysis of possible educational responses to be taken by teachers to the curriculum level. The fifth chapter is the empirical research conducted through questionnaire surveys to teachers of three schools. Finally, I present the analysis of data collected as well as some conclusions.
This dissertation aims to study the problem of Hyperactivity Disorder and Attention Deficit Disorder (ADHD). It is my intention to hear the voice, first person, of teachers who come into contact with children with this condition, look at them in a unique way and try to learn how to build their learning. This thesis is divided into two parts. The first part is related to the literature on the subject under study, and the second part relates to the field study conducted. This study is organized by chapters, the first reports on the concepts that are associated with ADHD, as well as the observation of the criteria for evaluation and diagnosis and intervention forms of the problem. In this second chapter is a theoretical approach to the processes of inclusive schooling in order to make the link between behavior problems associated with hyperactivity and learning problems. Next, I present the analysis of possible educational responses to be taken by teachers to the curriculum level. The fifth chapter is the empirical research conducted through questionnaire surveys to teachers of three schools. Finally, I present the analysis of data collected as well as some conclusions.
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Orientação: Luís de Sousa
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EDUCAÇÃO, HIPERATIVIDADE, DÉFICE DE ATENÇÃO, EDUCATION, HYPERACTIVITY, ATTENTION DEFICIT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, DISTÚRBIO DO DEFICIT DE ATENÇÃO E HIPERATIVIDADE, ATTENTION DEFICIT HYPERACTIVITY DISORDER