Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/10314 |
Resumo: | The learning and development of the child with Autism Spectrum Disorder (ASD) is linked to several situations that involve the psychological, physical, emotional and structural functions of human development. One of them is related to Sensory Processing Disorder which can impair the learning of children with ASD. For learning to take place, with the expected quality, in addition to other factors, it is necessary to harmonize the information that reaches the brain and turns into expected adaptive responses. When this process does not occur with quality, unsatisfactory responses are generated; there is, then, sensory dysfunction, whose characteristic is the loss in the detection, modulation or interpretation of sensory stimuli. This damage can cause inappropriate behaviors, which reduce and prevent the child's qualitative participation in pedagogical activities. In order to understand this problem, a pedagogical intervention was carried out with five children with ASD, in the process of acquiring reading and writing, in situations of low and high sensory load. The results of the research, qualitative of the type pedagogical intervention, demonstrated that it is possible to reduce the sensorial load and consequently favor the learning of the children. Thus, this article aims to emphasize the importance of the teacher considering Sensory Processing Disorder in students with ASD, in the development of pedagogical activities and in their teaching practice, in order to mitigate the losses caused by it in learning. In this context, it is highlighted that each child with ASD has a specific learning condition that requires the teacher to know new practices. |
id |
UNIFEI_fac47cdf5081c82bf9a5d050ba60e27a |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/10314 |
network_acronym_str |
UNIFEI |
network_name_str |
Research, Society and Development |
repository_id_str |
|
spelling |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachersEl trastorno del procesamiento sensorial y las deficiencias en el proceso de aprendizaje de los estudiantes con transtorno del espectro autista: un mensaje para los profesoresTranstorno de processamento sensorial e os prejuízos no processo de aprendizagem de alunos com transtornos do espectro autista: Um recado para os professoresAutismo espectrum disordersSensory processing disorderTeacherPedagogical Practice.Transtorno do espectro autistaTranstorno de processamento sensorialProfessorPrática Pedagógica.Transtorno del espectro autistaTranstorno del procesamiento sensorialProfesor; Práctica pedagógica.The learning and development of the child with Autism Spectrum Disorder (ASD) is linked to several situations that involve the psychological, physical, emotional and structural functions of human development. One of them is related to Sensory Processing Disorder which can impair the learning of children with ASD. For learning to take place, with the expected quality, in addition to other factors, it is necessary to harmonize the information that reaches the brain and turns into expected adaptive responses. When this process does not occur with quality, unsatisfactory responses are generated; there is, then, sensory dysfunction, whose characteristic is the loss in the detection, modulation or interpretation of sensory stimuli. This damage can cause inappropriate behaviors, which reduce and prevent the child's qualitative participation in pedagogical activities. In order to understand this problem, a pedagogical intervention was carried out with five children with ASD, in the process of acquiring reading and writing, in situations of low and high sensory load. The results of the research, qualitative of the type pedagogical intervention, demonstrated that it is possible to reduce the sensorial load and consequently favor the learning of the children. Thus, this article aims to emphasize the importance of the teacher considering Sensory Processing Disorder in students with ASD, in the development of pedagogical activities and in their teaching practice, in order to mitigate the losses caused by it in learning. In this context, it is highlighted that each child with ASD has a specific learning condition that requires the teacher to know new practices.El aprendizaje y desarrollo del niño con Trastorno del Espectro Autista (TEA) está vinculado a varias situaciones que involucran las funciones psicológicas, físicas, emocionales y estructurales del desarrollo humano. Uno de ellos está relacionado con el trastorno del procesamiento sensorial que puede afectar el aprendizaje de los niños con TEA. Para que el aprendizaje se produzca, con la calidad esperada, además de otros factores, es necesario armonizar la información que llega al cerebro y se convierte en respuestas adaptativas esperadas. Cuando este proceso no se da con calidad, se generan respuestas insatisfactorias; existe, entonces, la disfunción sensorial, cuya característica es la pérdida en la detección, modulación o interpretación de los estímulos sensoriales. Este daño puede provocar conductas inapropiadas, que reducen e impiden la participación cualitativa del niño en las actividades pedagógicas. Para entender este problema se realizó una intervención pedagógica con cinco niños con TEA, en proceso de adquisición de lectura y escritura, en situaciones de baja y alta carga sensorial. Los resultados de la investigación, cualitativa del tipo intervención pedagógica, demostraron que es posible reducir la carga sensorial y en consecuencia favorecer el aprendizaje de los niños. Así, este artículo pretende enfatizar la importancia de que el docente considere el Trastorno del Procesamiento Sensorial en los estudiantes con TEA, en el desarrollo de las actividades pedagógicas y en su práctica docente, con el fin de mitigar las pérdidas que éste ocasiona en el aprendizaje. En este contexto, se destaca que cada niño con TEA tiene una condición de aprendizaje específica que requiere que el docente conozca nuevas prácticas.A aprendizagem e o desenvolvimento da criança com Transtorno do Espectro do Autismo (TEA) estão atrelados a diversas situações que envolvem as funções psíquicas, físicas, emocionais e estruturais do desenvolvimento humano. Uma delas está relacionada ao Transtorno de Processamento Sensorial que pode prejudicar a aprendizagem das crianças com TEA. Para que a aprendizagem ocorra, com qualidade esperada, além de outros fatores, é necessário a harmonização das informações que chegam ao cérebro e transformam-se em respostas adaptativas esperadas. Quando esse processo não ocorre com qualidade, são geradas respostas insatisfatórias; há, então, a disfunção sensorial, cuja característica é o prejuízo na detecção, na modulação ou na interpretação dos estímulos sensoriais. Esse prejuízo pode provocar comportamentos inadequados, os quais reduzem e impedem a participação qualitativa da criança nas atividades pedagógicas. A fim de entender essa problemática foi realizada uma intervenção pedagógica com cinco crianças com TEA, em processo de aquisição da leitura e escrita, em situações de carga sensorial baixa e alta. Os resultados da pesquisa, qualitativa do tipo intervenção pedagógica, demonstraram que é possível reduzir a carga sensorial e consequentemente favorecer a aprendizagem das crianças. Assim, esse artigo tem o objetivo de enfatizar a importância do professor considerar o Transtorno de Processamento Sensorial em alunos com TEA, na elaboração das atividades pedagógicas e na sua prática de ensino, a fim de amenizar os prejuízos causados por ele na aprendizagem. Neste contexto destaca-se que cada criança com TEA apresenta uma condição específica de aprendizagem que exige do professor o conhecimento de novas práticas.Research, Society and Development2020-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1031410.33448/rsd-v9i11.10314Research, Society and Development; Vol. 9 No. 11; e62691110314Research, Society and Development; Vol. 9 Núm. 11; e62691110314Research, Society and Development; v. 9 n. 11; e626911103142525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/10314/9175Copyright (c) 2020 Paula Edicléia França Bacaro; Nerli Nonato Ribeiro Morihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBacaro, Paula Edicléia França Mori, Nerli Nonato Ribeiro 2020-12-10T23:37:57Zoai:ojs.pkp.sfu.ca:article/10314Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:32:24.333230Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers El trastorno del procesamiento sensorial y las deficiencias en el proceso de aprendizaje de los estudiantes con transtorno del espectro autista: un mensaje para los profesores Transtorno de processamento sensorial e os prejuízos no processo de aprendizagem de alunos com transtornos do espectro autista: Um recado para os professores |
title |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers |
spellingShingle |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers Bacaro, Paula Edicléia França Autismo espectrum disorders Sensory processing disorder Teacher Pedagogical Practice. Transtorno do espectro autista Transtorno de processamento sensorial Professor Prática Pedagógica. Transtorno del espectro autista Transtorno del procesamiento sensorial Profesor; Práctica pedagógica. |
title_short |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers |
title_full |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers |
title_fullStr |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers |
title_full_unstemmed |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers |
title_sort |
Sensory processing disorder and impairments in the learning processo of students with autismo spectrum disorders: A message for teachers |
author |
Bacaro, Paula Edicléia França |
author_facet |
Bacaro, Paula Edicléia França Mori, Nerli Nonato Ribeiro |
author_role |
author |
author2 |
Mori, Nerli Nonato Ribeiro |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bacaro, Paula Edicléia França Mori, Nerli Nonato Ribeiro |
dc.subject.por.fl_str_mv |
Autismo espectrum disorders Sensory processing disorder Teacher Pedagogical Practice. Transtorno do espectro autista Transtorno de processamento sensorial Professor Prática Pedagógica. Transtorno del espectro autista Transtorno del procesamiento sensorial Profesor; Práctica pedagógica. |
topic |
Autismo espectrum disorders Sensory processing disorder Teacher Pedagogical Practice. Transtorno do espectro autista Transtorno de processamento sensorial Professor Prática Pedagógica. Transtorno del espectro autista Transtorno del procesamiento sensorial Profesor; Práctica pedagógica. |
description |
The learning and development of the child with Autism Spectrum Disorder (ASD) is linked to several situations that involve the psychological, physical, emotional and structural functions of human development. One of them is related to Sensory Processing Disorder which can impair the learning of children with ASD. For learning to take place, with the expected quality, in addition to other factors, it is necessary to harmonize the information that reaches the brain and turns into expected adaptive responses. When this process does not occur with quality, unsatisfactory responses are generated; there is, then, sensory dysfunction, whose characteristic is the loss in the detection, modulation or interpretation of sensory stimuli. This damage can cause inappropriate behaviors, which reduce and prevent the child's qualitative participation in pedagogical activities. In order to understand this problem, a pedagogical intervention was carried out with five children with ASD, in the process of acquiring reading and writing, in situations of low and high sensory load. The results of the research, qualitative of the type pedagogical intervention, demonstrated that it is possible to reduce the sensorial load and consequently favor the learning of the children. Thus, this article aims to emphasize the importance of the teacher considering Sensory Processing Disorder in students with ASD, in the development of pedagogical activities and in their teaching practice, in order to mitigate the losses caused by it in learning. In this context, it is highlighted that each child with ASD has a specific learning condition that requires the teacher to know new practices. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/10314 10.33448/rsd-v9i11.10314 |
url |
https://rsdjournal.org/index.php/rsd/article/view/10314 |
identifier_str_mv |
10.33448/rsd-v9i11.10314 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/10314/9175 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Paula Edicléia França Bacaro; Nerli Nonato Ribeiro Mori https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Paula Edicléia França Bacaro; Nerli Nonato Ribeiro Mori https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 11; e62691110314 Research, Society and Development; Vol. 9 Núm. 11; e62691110314 Research, Society and Development; v. 9 n. 11; e62691110314 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052742875742208 |