Proposta metodológica de investigação da dupla excepcionalidade: precocidade e transtorno do espectro autista
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Data
2019-03-25
Autores
Ferreira, Regiane [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Dupla Excepcionalidade é definida como a associação das Altas Habilidades/Superdotação com alguma síndrome, transtorno ou deficiência. No Brasil, esse fenômeno ainda é pouco explorado no cenário da Educação Especial, assim como o aprofundamento da temática. Dessa forma, o objetivo desta pesquisa foi delinear uma proposta metodológica de investigação da Dupla Excepcionalidade, com base nos dados de um estudo de caso de um menino com Transtorno do Espectro Autista e indicadores de Precocidade. Por haver poucos estudos sobre essa associação, optou-se pelo aprofundamento dos indicadores e especificidades de cada um dos fenômenos, a fim de possibilitar que o processo de identificação seja mais preciso e fidedigno. Trata-se de um estudo de caso descritivo, em que o pesquisador observa, analisa e correlaciona os fatos ou fenômenos sem manipular as variáveis, bem como a frequência com que os fenômenos ocorrem. Participaram da pesquisa: um menino com seis anos de idade, matriculado no 1º ano do Ensino fundamental, que frequentara o Programa de Atenção aos Alunos Precoces com Comportamento de Superdotação, vinculado à Faculdade de Filosofia e Ciências, da Universidade Estadual Paulista, e que apresentara a hipótese de Dupla Excepcionalidade; os genitores da criança; e suas respectivas professoras da sala regular e da sala de recurso. Para a coleta de dados foram utilizados três instrumentos: Atividades Pedagógicas; Questionários – (Questionário de Autonomeação – Altas habilidades/Superdotação – 1º ao 4º, Questionário para Identificação de Indicadores de Altas Habilidades/Superdotação – Responsáveis – Educação Infantil – Questionário para Identificação de Indicadores de Altas Habilidades/Superdotação – Professor – Educação Infantil) e (Questionário de Indicadores de Transtorno do Espectro Autista – Responsáveis, Questionário de Indicadores de Transtorno do Espectro Autista – Professor), para a observar os indicadores da Precocidade e do Transtorno do Espectro Autista; Teste Psicológico “Escala de Maturidade Mental Colúmbia”. Contou-se com juízas, especialistas nos fenômenos estudados, para analisar os questionários elaborados pela pesquisadora referentes aos indicadores do Transtorno do Espectro Autista e, para analisar os vídeos referentes às aplicações das Atividades Pedagógicas. Para a aplicação e análise do Teste Psicológico, contou-se com um psicólogo do Programa de Atenção aos Alunos Precoces com Comportamento de Superdotação. Para a organização dos dados utilizou-se os programas Word e Excel (Office Professional Plus 2016). A análise dos mesmos foi individual para cada Atividade Pedagógica levando-se em conta a concordância entre três juízas; os questionários sobre Precocidade e Transtorno do Espectro Autista, acrescido de estatística descritiva e ao final foi realizada a triangulação dos resultados dos instrumentos. A partir dos resultados verificou-se que a proposta metodológica contribuiu de forma efetiva para a investigação da Dupla Excepcionalidade, ao passo que o participante pode ser considerado uma criança com a Dupla Excepcionalidade da Precocidade com o Transtorno do Espectro Autista. Contudo, é de extrema importância que outras pesquisas sejam realizadas voltadas à temática, para que os serviços ofertados às crianças que apresentam esta condição, possam contemplar as habilidades e dificuldades desenvolvidas pela criança.
The "Twice-Exceptionality" is defined as the association of the High Abilities/Giftedness with some syndrome, disorder or disability. In Brazil, this phenomenon has hardly been explored in the Special Education scenario, as well as the deeper study of the theme. Thus, the objective of the present study was to delineate a methodological proposal for the investigation of the Twice-Exceptionality based on data from a case study of a boy with Autism Spectrum Disorder and Precocity indicators. There are few studies on this association, for this reason, it was decided to deepen the indicators and specificities of each of the phenomena, in order to make the identification process more accurate and reliable. It is a study of descriptive case, in which the researcher observes, analyzes and correlates the facts or phenomena without manipulating the variables, as well as the phenomena occurrence frequency. The research participants were: a six-year-old boy who presented the hypothesis of Twice-Exceptionality, enrolled in the first year of elementary school, who attended the Attention Program for Precocious Students with Gifted Behavior, linked to the São Paulo State University, School of Philosophy and Sciences, Marília; his parents; and his teachers from the elementary education. Three data collection tools were used: Pedagogical activities; Questionnaires to observe the Precocity and the Autistic Spectrum Disorder indicators (Self-Administered Questionnaire - 1st to 4th, Identification of High Abilities/Giftedness Indicators Questionnaire - Guardians - Elementary Education, Identification of High Abilities/Giftedness Indicators Questionnaire - Teacher - Elementary Education, Autistic Spectrum Disorder Indicators Questionnaire - Guardians and Autistic Spectrum Disorder Indicators Questionnaire - Teacher); and the “Columbia Mental Maturity Scale”, an individually-administered test. This study counted on judges, specialists in the studied phenomena, to analyze the questionnaires elaborated by the researcher concerning the Autism Spectrum Disorder indicators and to analyze the videos related to the Pedagogical Activities applications. For the application and analysis of the Psychological Test, a psychologist of the Program of Attention to Early Students with Behavior of Giftedness was counted. For the organization of the data was used the programs Word and Excel (Office Professional Plus 2016). The analysis of the results was individual for each Pedagogical Activity considering: the concordance between three judges; the Precocity and Autism Spectrum Disorder questionnaires and their descriptive statistics; and the triangulation of results of the tools. From the results, it was verified which the methodological proposal contributed effectively to the investigation about the Twice-Exceptionality, because the participant could be considered a Twice-Exceptional and precocious child with Autism Spectrum Disorder. However, it is of vital importance that other research may be carried out on this subject, so that the services offered to children, who present this condition, can contemplate the abilities and difficulties developed by them.
The "Twice-Exceptionality" is defined as the association of the High Abilities/Giftedness with some syndrome, disorder or disability. In Brazil, this phenomenon has hardly been explored in the Special Education scenario, as well as the deeper study of the theme. Thus, the objective of the present study was to delineate a methodological proposal for the investigation of the Twice-Exceptionality based on data from a case study of a boy with Autism Spectrum Disorder and Precocity indicators. There are few studies on this association, for this reason, it was decided to deepen the indicators and specificities of each of the phenomena, in order to make the identification process more accurate and reliable. It is a study of descriptive case, in which the researcher observes, analyzes and correlates the facts or phenomena without manipulating the variables, as well as the phenomena occurrence frequency. The research participants were: a six-year-old boy who presented the hypothesis of Twice-Exceptionality, enrolled in the first year of elementary school, who attended the Attention Program for Precocious Students with Gifted Behavior, linked to the São Paulo State University, School of Philosophy and Sciences, Marília; his parents; and his teachers from the elementary education. Three data collection tools were used: Pedagogical activities; Questionnaires to observe the Precocity and the Autistic Spectrum Disorder indicators (Self-Administered Questionnaire - 1st to 4th, Identification of High Abilities/Giftedness Indicators Questionnaire - Guardians - Elementary Education, Identification of High Abilities/Giftedness Indicators Questionnaire - Teacher - Elementary Education, Autistic Spectrum Disorder Indicators Questionnaire - Guardians and Autistic Spectrum Disorder Indicators Questionnaire - Teacher); and the “Columbia Mental Maturity Scale”, an individually-administered test. This study counted on judges, specialists in the studied phenomena, to analyze the questionnaires elaborated by the researcher concerning the Autism Spectrum Disorder indicators and to analyze the videos related to the Pedagogical Activities applications. For the application and analysis of the Psychological Test, a psychologist of the Program of Attention to Early Students with Behavior of Giftedness was counted. For the organization of the data was used the programs Word and Excel (Office Professional Plus 2016). The analysis of the results was individual for each Pedagogical Activity considering: the concordance between three judges; the Precocity and Autism Spectrum Disorder questionnaires and their descriptive statistics; and the triangulation of results of the tools. From the results, it was verified which the methodological proposal contributed effectively to the investigation about the Twice-Exceptionality, because the participant could be considered a Twice-Exceptional and precocious child with Autism Spectrum Disorder. However, it is of vital importance that other research may be carried out on this subject, so that the services offered to children, who present this condition, can contemplate the abilities and difficulties developed by them.
Descrição
Palavras-chave
Proposta metodológica, Educação especial, Dupla excepcionalidade, Precocidade, Transtorno do Espectro Autista, Special education, Methodological proposal, Twice-exceptionality, Precocity, Autistic Spectrum Disorder