Capacitação do profissional da educação infantil: identificação precoce de sinais do transtorno do espectro autista
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Data
2017-07-14
Autores
Oliveira, Carine Ramos de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Transtorno do Espectro Autista (TEA) pode ser definido como um transtorno do desenvolvimento neurológico com base genética, identificável na primeira infância, com prejuízo persistente na comunicação social, presença de padrões restritos e repetitivos de comportamento, interesses ou atividade, que limitam e prejudicam o desenvolvimento do indivíduo (APA, 2014). Este estudo parte do pressuposto que conhecer as características do TEA possibilita a identificação precoce dos seus sinais e, consequentemente, o encaminhamento de crianças para uma avaliação especializada. Dentro desta perspectiva, esta pesquisa teve como objetivo investigar e descrever o conhecimento e a experiência de profissionais da educação infantil com crianças com TEA e, elaborar, implementar e avaliar a eficácia de um programa desses profissionais para a identificação precoce de sinais do transtorno. Para tal esta pesquisa foi dividida em dois estudos. O primeiro teve como objetivo investigar e descrever o conhecimento de profissionais de Educação Infantil sobre o TEA, o contato destes com este transtorno ao longo de sua carreira na educação, suas decisões ao identificar crianças com sinais de TEA, os encaminhamentos caso tenha como aluno com este diagnóstico e, sua opinião sobre a importância do diagnóstico precoce para a educação infantil. Participaram deste estudo 170 profissionais de 22 escolas da rede pública municipal de Educação Infantil de um município do interior de São Paulo. Os dados indicaram desconhecimento dos profissionais a respeito da definição e características do transtorno, apesar da maioria dos profissionais afirmarem ter tido contato com pessoas com TEA. Observou-se, também, o despreparo e insegurança destes em relação ao trabalho com crianças com este transtorno, o que indica a necessidade de uma capacitação sobre o TEA para os profissionais de Educação Infantil visando à identificação precoce do mesmo. O segundo estudo visou elaborar, implementar e avaliar um programa de capacitação de profissionais da educação infantil para a identificação precoce dos sinais de TEA. Participaram do estudo 126 profissionais da Educação Infantil de 22 escolas da rede pública municipal de um município do interior de São Paulo. A capacitação foi composta por três encontros onde foram abordados: o conceito e características típicas do TEA, a prevalência do TEA na população, três escalas de rastreamento de sinais de TEA, possíveis encaminhamentos para avaliação dos sinais, entre outros temas. A avaliação da eficácia desta capacitação foi realizada comparando o desempenho dos profissionais em três momentos: antes da capacitação, imediatamente após e quatro meses depois (follow-up). Os resultados indicaram que a capacitação foi eficaz para a aquisição e manutenção de conhecimentos a respeito do TEA para este público, aumentando a chance de identificação precoce de sinais para o TEA e o consequente encaminhamento para uma avaliação especializada de uma equipe multiprofissional.
Autistic Spectrum Disorder (ASD) can be defined as a genetic-based neurodevelopmental disorder, identifiable in early childhood, with persistent impairment in social communication, presence of restricted and repetitive behavior, interests, or activity, that limit and impair the development of the individual (APA, 2014). This study assumes that knowing the characteristics of ASD allows the early identification of its indicators and, consequently, the referral of children to a specialized evaluation. In this perspective, this research aimed to investigate and describe the knowledge and experience of early childhood education professionals with children with ASD, and to elaborate, implement and evaluate the effectiveness of a program of these professionals for the early identification of Indicators of the disorder. For this, this research was divided in two studies. The first one had the objective to investigate and describe: the knowledge of Early Childhood professionals about ASD; The contact of these with this disorder throughout their career in education; Their decisions in identifying children with ASD indicators; The referrals if you have a student with this diagnosis and your opinion about the importance of early diagnosis for early childhood education. A total of 170 professionals from 22 schools of the municipal public education system participated in this study. The data indicated that professionals were not aware of the definition and characteristics of the disorder, despite the fact that most professionals affirmed that they had contact with people with ASD. It was also observed the unpreparedness and insecurity of these in relation to working with children with this disorder, which indicates the need for training on the ASD for the professionals of Early Childhood Education aiming at the early identification of the same. The second study aimed at developing, implementing and evaluating a training program for early childhood education professionals for the early identification of ASD indicators. A total of 126 nursery school teachers from a municipality in the interior of São Paulo participated in the study. The training consisted of three meetings that dealt with: the concept and characteristics typical of ASD, prevalence, three scales of ASD indicators, possible referrals for evaluation of indicators, among other topics. The evaluation of the effectiveness of this training was performed comparing the performance of the professionals in three moments: before the training, immediately after and four months later (follow-up). The results indicated that the training was effective in acquiring and maintaining knowledge about ASD for this public, increasing the chance of early identification of indicators for ASD and the consequent referral to a specialized evaluation of a multiprofessional team.
Autistic Spectrum Disorder (ASD) can be defined as a genetic-based neurodevelopmental disorder, identifiable in early childhood, with persistent impairment in social communication, presence of restricted and repetitive behavior, interests, or activity, that limit and impair the development of the individual (APA, 2014). This study assumes that knowing the characteristics of ASD allows the early identification of its indicators and, consequently, the referral of children to a specialized evaluation. In this perspective, this research aimed to investigate and describe the knowledge and experience of early childhood education professionals with children with ASD, and to elaborate, implement and evaluate the effectiveness of a program of these professionals for the early identification of Indicators of the disorder. For this, this research was divided in two studies. The first one had the objective to investigate and describe: the knowledge of Early Childhood professionals about ASD; The contact of these with this disorder throughout their career in education; Their decisions in identifying children with ASD indicators; The referrals if you have a student with this diagnosis and your opinion about the importance of early diagnosis for early childhood education. A total of 170 professionals from 22 schools of the municipal public education system participated in this study. The data indicated that professionals were not aware of the definition and characteristics of the disorder, despite the fact that most professionals affirmed that they had contact with people with ASD. It was also observed the unpreparedness and insecurity of these in relation to working with children with this disorder, which indicates the need for training on the ASD for the professionals of Early Childhood Education aiming at the early identification of the same. The second study aimed at developing, implementing and evaluating a training program for early childhood education professionals for the early identification of ASD indicators. A total of 126 nursery school teachers from a municipality in the interior of São Paulo participated in the study. The training consisted of three meetings that dealt with: the concept and characteristics typical of ASD, prevalence, three scales of ASD indicators, possible referrals for evaluation of indicators, among other topics. The evaluation of the effectiveness of this training was performed comparing the performance of the professionals in three moments: before the training, immediately after and four months later (follow-up). The results indicated that the training was effective in acquiring and maintaining knowledge about ASD for this public, increasing the chance of early identification of indicators for ASD and the consequent referral to a specialized evaluation of a multiprofessional team.
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Palavras-chave
Transtorno do espectro autista, Educação infantil, Capacitação