Processamento sensorial e o engajamento de crianças com Transtorno do Espectro Autista no contexto escolar: percepção de professores
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Data
2024-03-11
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Universidade Estadual Paulista (Unesp)
Resumo
Reconhecendo a frequência apontada pela literatura sobre a identificação de Disfunção de Integração Sensorial (DIS) em crianças com Transtorno do Espectro Autista (TEA), assim como a forte influência do processamento sensorial para o engajamento de crianças na Educação Infantil, a presente pesquisa teve o objetivo de analisar as correlações entre os padrões de processamento sensorial e o nível de engajamento das crianças com idades entre 3 e 5 anos completos, diagnosticadas com TEA, no seu contexto escolar, de acordo com a percepção dos professores. Como objetivos específicos pretendeu-se analisar o perfil sensorial de crianças com TEA na Educação Infantil; analisar o engajamento de crianças com TEA no contexto escolar; analisar o perfil funcional de crianças com TEA no contexto escolar. Participaram do estudo professores de 51 crianças com idade entre 3 e 5 anos diagnosticadas com TEA. A coleta de dados foi realizada através de visitas nas escolas para a realização de entrevista com os professores, através da aplicação de dois instrumentos:Perfil Sensorial 2 de Acompanhamento Escolar e Classroom Measure of Engagement, Independence, and Social Relationships - ClaMeisr. De acordo com a percepção dos professores, em relação aos resultados do Perfil Sensorial 2 de Acompanhamento Escolar, na Seção dos Quadrantes, nas Seções Sensoriais e na Seção dos Fatores Escolares, a maior parte das crianças apresentaram pontuações “Muito mais que outras” , seguida de “Mais que outras”. A percepção dos professores em relação ao perfil funcional das crianças em suas rotinas escolares demonstrou que, em todas as rotinas apresentadas, a maior porcentagem acerca do perfil funcional das crianças foi caracterizada como “Perfil não funcional”, seguida da porcentagem “Baixos níveis de funcionalidade” o que significa que as crianças não apresentam padrões funcionais de comportamento nas rotinas escolares avaliadas. O mesmo aconteceu em relação ao nível engajamento dessas crianças que, na maior parte das rotinas apresentadas, as maiores classificações se deram como “Não engajada” ou como “Engajamento não sofisticado”, exceto em relação à rotina de Saída, o que significa que as crianças não estão engajadas na maior parte das rotinas escolares avaliadas. As correlações entre os resultados dos dois instrumentos utilizados foram moderadas. Os padrões de hiper-reatividade identificados nos resultados do Perfil Sensorial, assim como os baixos níveis de engajamento e de funcionalidade das crianças com TEA indicam a importância da parceria entre terapeuta ocupacional que tenham conhecimentos acerca da ISA e escola uma vez que as orientações oferecidas a fim de que o professor esteja atento e consiga reconhecer as necessidades sensoriais da criança, ou seja, quais estímulos ela busca e quais ela evita, podem diminuir as chances de desregulação do comportamento e favorecer o engajamento da criança nas atividades que, por sua vez, oferecem oportunidades para seu desenvolvimento e aprendizagem.
Recognizing the frequency pointed out in the literature on the identification of Sensory Integration Dysfunction (DIS) in children with Autism Spectrum Disorder (ASD), as well as the strong influence of sensory processing on the engagement of children in Early Childhood Education, the present research had the objective of analyzing the correlations between sensory processing patterns and the level of engagement of children aged between 3 and 5 years old, diagnosed with ASD, in their school context, according to the teachers' perception. As specific objectives, we intended to analyze the sensory profile of children with ASD in Early Childhood Education; analyze the engagement of children with ASD in the school context; analyze the functional profile of children with ASD in the school context. Teachers of 51 children aged between 3 and 5 years old diagnosed with ASD participated in the study. Data collection was carried out through visits to schools to conduct interviews with teachers, through the application of two instruments: Sensory Profile 2 of School Monitoring and Classroom Measure of Engagement, Independence, and Social Relationships - ClaMeisr. According to the teachers' perception, in relation to the results of the Sensory Profile 2 of School Monitoring, in the Quadrants Section, in the Sensory Sections and in the School Factors Section, most children presented “Much more than others” scores, followed by from “More than others”. The teachers' perception regarding the children's functional profile in their school routines demonstrated that, in all the routines presented, the highest percentage regarding the children's functional profile was characterized as “Non-functional profile”, followed by the percentage “Low levels of functionality” which means that the children do not present functional patterns of behavior in the school routines evaluated. The same happened in relation to the level of engagement of these children: in most of the routines presented, the highest classifications were as “Not engaged” or as “Unsophisticated engagement”, except in relation to the Exit routine, which means that the children are not engaged in most of the school routines assessed. The correlations between the results of the two instruments used were moderate.The patterns of hyperreactivity identified in the Sensory Profile results, as well as the low levels of engagement and functionality of children with ASD indicate the importance of the partnership between occupational therapists who have knowledge about ISA and the school, since the guidance offered in order to that the teacher is attentive and able to recognize the child's sensory needs, that is, which stimuli he seeks and which he avoids, can reduce the chances of behavioral dysregulation and favor the child's engagement in activities that, in turn, offer opportunities for their development and learning.
Recognizing the frequency pointed out in the literature on the identification of Sensory Integration Dysfunction (DIS) in children with Autism Spectrum Disorder (ASD), as well as the strong influence of sensory processing on the engagement of children in Early Childhood Education, the present research had the objective of analyzing the correlations between sensory processing patterns and the level of engagement of children aged between 3 and 5 years old, diagnosed with ASD, in their school context, according to the teachers' perception. As specific objectives, we intended to analyze the sensory profile of children with ASD in Early Childhood Education; analyze the engagement of children with ASD in the school context; analyze the functional profile of children with ASD in the school context. Teachers of 51 children aged between 3 and 5 years old diagnosed with ASD participated in the study. Data collection was carried out through visits to schools to conduct interviews with teachers, through the application of two instruments: Sensory Profile 2 of School Monitoring and Classroom Measure of Engagement, Independence, and Social Relationships - ClaMeisr. According to the teachers' perception, in relation to the results of the Sensory Profile 2 of School Monitoring, in the Quadrants Section, in the Sensory Sections and in the School Factors Section, most children presented “Much more than others” scores, followed by from “More than others”. The teachers' perception regarding the children's functional profile in their school routines demonstrated that, in all the routines presented, the highest percentage regarding the children's functional profile was characterized as “Non-functional profile”, followed by the percentage “Low levels of functionality” which means that the children do not present functional patterns of behavior in the school routines evaluated. The same happened in relation to the level of engagement of these children: in most of the routines presented, the highest classifications were as “Not engaged” or as “Unsophisticated engagement”, except in relation to the Exit routine, which means that the children are not engaged in most of the school routines assessed. The correlations between the results of the two instruments used were moderate.The patterns of hyperreactivity identified in the Sensory Profile results, as well as the low levels of engagement and functionality of children with ASD indicate the importance of the partnership between occupational therapists who have knowledge about ISA and the school, since the guidance offered in order to that the teacher is attentive and able to recognize the child's sensory needs, that is, which stimuli he seeks and which he avoids, can reduce the chances of behavioral dysregulation and favor the child's engagement in activities that, in turn, offer opportunities for their development and learning.
Descrição
Palavras-chave
Transtorno do Espectro Autista, Integração sensorial, Educação infantil, Engajamento, Autistic Spectrum Disorder, Sensory integration, Child education, Engagement
Como citar
MANTOVANI, Heloisa Briones. Processamento sensorial e o engajamento de crianças com Transtorno do Espectro Autista no contexto escolar: percepção de professores. 2024. 142 f. Dissertação (Mestrado em Educação) – Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.