Textura do recurso pedagógico e implicações em atividade de encaixe realizada por indivíduos com paralisia cerebral
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Data
2009-08-01
Autores
Paiva, Paula do Carmo
Braccialli, Lígia Maria Presumido [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
Resumo
O estudo teve o propósito de verificar a influência da textura do recurso pedagógico no tempo despendido e no índice de retidão para execução de uma atividade de encaixe realizada por indivíduos com paralisia cerebral. Participaram do estudo 6 alunos com sequelas de paralisia cerebral do tipo espástica, com idade entre 7 anos e 8 meses e 28 anos e 1 mês. O participante deveria segurar o objeto e levá-lo a um ponto demarcado previamente para o encaixe e, após, retorná-lo à posição inicial. O objeto foi apresentado nas texturas lisa, intermediária e áspera, de forma aleatória. Para a coleta de dados, foi utilizada filmagem para posterior leitura pelo programa Kavideo, que possibilitou cálculos para observar o tempo despendido na tarefa e o índice de retidão. Foi realizado o estudo da normalidade das distribuições, verificada por meio do teste de normalidade de Kolmogorov-Smirnov (Teste KS) e a comparação entre as texturas lisa, intermediária e áspera, no movimento de encaixe, por meio da análise de variância de medidas repetidas. Adotou-se para todos os testes nível de significância de 5% de probabilidade para a rejeição da hipótese de normalidade. O resultado do teste de análise de variância de medidas repetidas mostrou que não houve significância para as variáveis estudadas com o recurso apresentado nas três texturas. Porém, os dados da estatística descritiva mostraram que o encaixe do recurso com a textura lisa despendeu um menor tempo para execução da tarefa e, também, determinou um melhor desempenho com relação à trajetória do movimento.
The study aimed to verify how the texture of a pedagogic resource influenced the time individuals with cerebral palsy took fitting the correct piece in a puzzle. Six students with spastic type sequelae between the ages of 7 years and 8 months and 28 years and 1 month participated in the study The participants were expected to hold the puzzle piece and take it to the previously marked spot where it fit, and then take it back to its original position. The object was randomly presented in three textures: smooth, intermediate and rough. The data collected was filmed and later processed using the Kavideo program which enabled the researchers to calculate the time spent in the task and the index of correct responses. The study of normality distribution was conducted and verified using the Kolmogorov-Smirnov test for normality (KS Tests) and fitting movements were compared for smooth, intermediate and rough textures through variance analysis of repeated measures. For all tests a 5% rejection probability rate was adopted as a significant level for the normality hypothesis. The results of the variance analysis of repeated measures test showed that there was no statistical significance for the variables studied with the resource presented in the three textures. However, descriptive statistics data showed that less time was spent fitting the piece that had smooth texture during task performance and it also determined better performance related to the path of movement.
The study aimed to verify how the texture of a pedagogic resource influenced the time individuals with cerebral palsy took fitting the correct piece in a puzzle. Six students with spastic type sequelae between the ages of 7 years and 8 months and 28 years and 1 month participated in the study The participants were expected to hold the puzzle piece and take it to the previously marked spot where it fit, and then take it back to its original position. The object was randomly presented in three textures: smooth, intermediate and rough. The data collected was filmed and later processed using the Kavideo program which enabled the researchers to calculate the time spent in the task and the index of correct responses. The study of normality distribution was conducted and verified using the Kolmogorov-Smirnov test for normality (KS Tests) and fitting movements were compared for smooth, intermediate and rough textures through variance analysis of repeated measures. For all tests a 5% rejection probability rate was adopted as a significant level for the normality hypothesis. The results of the variance analysis of repeated measures test showed that there was no statistical significance for the variables studied with the resource presented in the three textures. However, descriptive statistics data showed that less time was spent fitting the piece that had smooth texture during task performance and it also determined better performance related to the path of movement.
Descrição
Palavras-chave
Educação Especial, Educação dos deficientes físicos, Material didático, Special education, Education of people with disability, Teaching materials
Como citar
Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 15, n. 2, p. 307-318, 2009.