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A importância, os conhecimentos e as estratégias dos docentes do 1º e 2º Ciclos do Ensino Básico face à PHDA
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Authors
Abstract(s)
A Perturbação de Hiperatividade com Défice de Atenção (PHDA) é uma perturbação do sistema nervoso central com um quadro sintomático diversificado. Surge na infância e é caracterizada por significativas dificuldades em manter a atenção, impulsividade e hiperatividade. Tendo em conta o contexto profissional e o desafio que esta perturbação representa no contexto de sala de aula, torna-se pertinente saber intervir nestes alunos, de forma adequada, com recurso a estratégias/práticas educativas e comportamentais diversificadas, para que se possa promover o seu sucesso académico.
Através deste trabalho, pretendeu-se: saber quais as perceções dos professores do Ensino Básico em relação aos alunos com PHDA; verificar de que forma a presença de alunos com PHDA pode influenciar a sua intervenção pedagógica, contribuindo deste modo para um maior conhecimento e melhor atendimento de alunos com PHDA nas escolas, naquele nível de ensino. O presente estudo pretende analisar e comparar as perceções, atitudes, conhecimento e estratégias dos professores do 1º e 2º Ciclos em relação às crianças com PHDA.
Optámos pelo questionário, como instrumento de recolha de dados, em virtude de nos parecer o mais adequado ao nosso propósito, uma vez que a sua utilização é feita de uma forma impessoal. A nossa amostra é constituída por 105 professores. O estudo enquadra-se no paradigma de investigação quantitativa, uma vez que necessitamos de proceder a uma apresentação e sistematização de dados que consideramos fiáveis.
Os resultados obtidos demonstraram que, maioritariamente, os professores inquiridos revelaram conhecimentos sobre as causas, características e diagnóstico da PHDA, bem como acerca das possíveis intervenções no contexto de sala de aula e fora da mesma para se intervir em crianças com esta síndrome, através da implementação de um conjunto de estratégias e técnicas pedagógicas que permitirão à criança com PHDA ter melhores respostas de aprendizagem. Verificou-se que os professores procuram adaptar as práticas/estratégias de intervenção, no contexto sala de aula, às características das turmas e dos alunos, mas que o seu próprio perfil enquanto docentes tem significativa importância naquela escolha.
The Hyperactivity Disorder Attention Deficit (ADHD) is a disorder of the central nervous system with symptoms very diverse. Appears in childhood and is characterized by significant difficulties in sustaining attention, impulsivity and hyperactivity. Having regard to the professional context and the challenge that this disturbance is in the context of the classroom, it becomes pertinent to know these students intervene, as appropriate, using strategies / behavioral and educational practices diversified, so you can promote your academic success. Through this work, it was intended: to know which teachers' perceptions of the cycle of basic education in relation to students with ADHD; verify how the presence of students with ADHD may influence their pedagogical intervention. This study aims to analyze and compare the perceptions, attitudes, strategies and effective teaching practices of the 1st and 2rd cycles towards children with ADHD. In our study we chose the questionnaire as a tool for data collection, due to appear in the most suitable for our purpose, since its use is made of an impersonal way. Through this project, based on action research methodology, our sample consists of 105 teachers. The results showed that, mainly, the teachers surveyed revealed knowledge about the causes, characteristics and diagnosis of ADHD, as well as about possible interventions in the context of the classroom and outside of it to intervene in children with this syndrome by implementing a set of strategies and teaching techniques that allow the child with ADHD have better answers learning.
The Hyperactivity Disorder Attention Deficit (ADHD) is a disorder of the central nervous system with symptoms very diverse. Appears in childhood and is characterized by significant difficulties in sustaining attention, impulsivity and hyperactivity. Having regard to the professional context and the challenge that this disturbance is in the context of the classroom, it becomes pertinent to know these students intervene, as appropriate, using strategies / behavioral and educational practices diversified, so you can promote your academic success. Through this work, it was intended: to know which teachers' perceptions of the cycle of basic education in relation to students with ADHD; verify how the presence of students with ADHD may influence their pedagogical intervention. This study aims to analyze and compare the perceptions, attitudes, strategies and effective teaching practices of the 1st and 2rd cycles towards children with ADHD. In our study we chose the questionnaire as a tool for data collection, due to appear in the most suitable for our purpose, since its use is made of an impersonal way. Through this project, based on action research methodology, our sample consists of 105 teachers. The results showed that, mainly, the teachers surveyed revealed knowledge about the causes, characteristics and diagnosis of ADHD, as well as about possible interventions in the context of the classroom and outside of it to intervene in children with this syndrome by implementing a set of strategies and teaching techniques that allow the child with ADHD have better answers learning.
Description
Keywords
Inclusão Perturbação de Hiperatividade com Défice de Atenção Alunos Perceções Intervenção Inclusion Hyperactivity Disorder Attention Deficit Students Perceptions Intervention.