Programa de estimulação percepto-viso-motor para escolares com dificuldades de aprendizagem: elaboração e aplicação em contexto de pandemia
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Data
2022-03-18
Autores
Santos, Natália Lemes dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem por objetivo elaborar e aplicar um programa de estimulação percepto-viso-motor para escolares do 1º e 2º ano de Ensino Fundamental I com dificuldades de aprendizagem em contexto de pandemia. O desenho metodológico deste estudo está dividido em duas fases, sendo a Fase I: Elaboração de um programa de estimulação percepto-viso-motor para escolares do 1º e 2º anos do Ensino Fundamental a partir do levantamento bibliográfico para seleção das estratégias de estimulação/intervenção utilizadas na elaboração do programa, e a Fase II: Estudo piloto do programa elaborado na fase I deste estudo em escolares do 1º e 2º anos do Ensino Fundamental. Nesta fase, participaram 6 escolares do 1º e 2º anos do Ensino Fundamental I, divididos em grupos e submetidos ao Teste de Desenvolvimento da Percepção Visual III - DTVP III e Protocolo de Avaliação das Habilidades Cognitivo-Linguísticas para escolares em fase inicial de alfabetização. Os grupos foram divididos em Grupo I (GI), composto por 3 escolares que foram submetidos a aplicação do programa elaborado na fase I deste estudo e Grupo II (GII), composto por 3 escolares que não foram submetidos a aplicação do programa elaborado na fase I deste estudo. Os resultados foram analisados estatisticamente por meio do Método JT visando a comparação do desempenho dos grupos em situação de pré- testagem e pós-testagem. Os resultados revelaram que os escolares de GI apresentaram melhora nos subtestes de coordenação olho-mão, cópia e closura visual em situação de pré-testagem e monitoramento e em situação de pós-testagem comparada à pré-testagem, enquanto os escolares do GII não apresentaram melhora em nenhum dos subtestes do Teste de Desenvolvimento da Percepção Visual III. Em relação as tarefas do Protocolo de Avaliação das Habilidades Cognitivo-Linguísticas para escolares em fase inicial de alfabetização os resultados apontaram que ocorreram Índice de Mudança Confiável para os escolares de GI nas tarefas de: Escrita do alfabeto em sequência, Reconhecimento do alfabeto em sequência, Reconhecimento do alfabeto em ordem aleatória, Rima, Aliteração, Segmentação silábica, Repetição de palavras, Repetição de não palavras e Nomeação automática rápida de dígitos. A partir informações coletadas e analisadas no estudo piloto, podemos referir que as estratégias elaboradas no Programa de estimulação percepto-viso-motor para escolares com dificuldades de aprendizagem apresentaram eficácia e aplicabilidade.
This study aims to develop and apply a perceptual-visual-motor stimulation program for schoolchildren in the 1st and 2nd year of Elementary School I with learning difficulties in the context of a pandemic. The methodological design of this study is divided into two phases, phase I being the elaboration of a perceptual-visual-motor stimulation program for schoolchildren in the 1st and 2nd years of Elementary School, based on a bibliographic survey for the selection of stimulation/intervention strategies. used in the elaboration of the program, and phase II, pilot study of the program elaborated in phase I of this study in schoolchildren of the 1st and 2nd years of Elementary School. In this phase, 6 schoolchildren from the 1st and 2nd years of Elementary School I participated, divided into groups and submitted to the Visual Perception Development Test III - DTVP III and Protocol for the Assessment of Cognitive-Linguistic Skills for schoolchildren in the initial literacy phase. The groups were divided into Group I (GI), composed of 3 schoolchildren who were submitted to the application of the program developed in phase I of this study and Group II (GII), composed of 3 schoolchildren who were not submitted to the application of the program developed in the I of this study. The results were statistically analyzed using the JT METHOD in order to compare the performance of the groups in pre- and post-testing situations. The results revealed that GI schoolchildren showed improvement in the hand-eye coordination, copying and visual closure subtest in pre-testing and monitoring situations and in post-testing situations compared to pre-testing, while GII schoolchildren did not show improvement. improvement on any of the Visual Perception Development Test III subtests. Regarding the tasks of the Cognitive-Linguistic Skills Assessment Protocol for schoolchildren in the initial phase of literacy, the results showed that there was a Reliable Change Index for GI schoolchildren in the tasks of: Writing the alphabet in sequence, Recognition of the alphabet in sequence, Random Alphabet Recognition, Rhyme, Alliteration, Syllable Segmentation, Word Repetition, Non-Word Repetition, and Fast Automatic Digit Naming. Based on information collected and analyzed in the pilot study, we can say that the strategies developed in the Perceptual-Visual-Motor Stimulation Program for schoolchildren with learning difficulties showed effectiveness and applicability.
This study aims to develop and apply a perceptual-visual-motor stimulation program for schoolchildren in the 1st and 2nd year of Elementary School I with learning difficulties in the context of a pandemic. The methodological design of this study is divided into two phases, phase I being the elaboration of a perceptual-visual-motor stimulation program for schoolchildren in the 1st and 2nd years of Elementary School, based on a bibliographic survey for the selection of stimulation/intervention strategies. used in the elaboration of the program, and phase II, pilot study of the program elaborated in phase I of this study in schoolchildren of the 1st and 2nd years of Elementary School. In this phase, 6 schoolchildren from the 1st and 2nd years of Elementary School I participated, divided into groups and submitted to the Visual Perception Development Test III - DTVP III and Protocol for the Assessment of Cognitive-Linguistic Skills for schoolchildren in the initial literacy phase. The groups were divided into Group I (GI), composed of 3 schoolchildren who were submitted to the application of the program developed in phase I of this study and Group II (GII), composed of 3 schoolchildren who were not submitted to the application of the program developed in the I of this study. The results were statistically analyzed using the JT METHOD in order to compare the performance of the groups in pre- and post-testing situations. The results revealed that GI schoolchildren showed improvement in the hand-eye coordination, copying and visual closure subtest in pre-testing and monitoring situations and in post-testing situations compared to pre-testing, while GII schoolchildren did not show improvement. improvement on any of the Visual Perception Development Test III subtests. Regarding the tasks of the Cognitive-Linguistic Skills Assessment Protocol for schoolchildren in the initial phase of literacy, the results showed that there was a Reliable Change Index for GI schoolchildren in the tasks of: Writing the alphabet in sequence, Recognition of the alphabet in sequence, Random Alphabet Recognition, Rhyme, Alliteration, Syllable Segmentation, Word Repetition, Non-Word Repetition, and Fast Automatic Digit Naming. Based on information collected and analyzed in the pilot study, we can say that the strategies developed in the Perceptual-Visual-Motor Stimulation Program for schoolchildren with learning difficulties showed effectiveness and applicability.
Descrição
Palavras-chave
Intervenção educacional precoce, Escrita manual, Alfabetização, Early educational intervention, Handwriting, Literacy
Como citar
SANTOS, Natália Lemes dos. Programa de estimulação percepto-viso-motor para escolares com dificuldades de aprendizagem: elaboração e aplicação em contexto de pandemia. Universidade Estadual Paulista (Unesp), 2022.