Dança no desenvolvimento de pessoas com transtorno do espectro autista

• Autor(a) principal: Lima, Beatriz dos Santos Alvarez de
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/217603
• topic: Autism spectrum disorders; Dance; Physical education; Transtorno do Espectro Autista; Dança; Formação; Educação física

In the last decades, the index of diagnoses of people with Autism Spectrum Disorder (ASD) has been growing significantly all over the world, however, its wide complexity makes it a disorder still far from being fully understood. Currently, the resources used to treat and monitor people with ASD include several types of therapy, including dance. This study aimed to investigate the teachers' perception of dance teaching for people diagnosed with ASD. And as specific objectives: to identify if there are benefits of the experience of dance for people diagnosed with ASD and to raise if the teaching of dance for people with ASD affects the lives of teachers. Following a qualitative approach, data were collected through interviews with a script of semi-structured questions, addressed to professionals who worked in dance teaching for people with ASD. In view of the analysis of the responses, we identified three thematic categories: Practice vs. Theory; The individual as a unique being and The observed answers. It was possible to identify that the experiences with this public are very unique, since each professional has a different experience due to the specificities of their students; there is a need to understand the student as a unique and singular individual and respect their specificities; there was improvement in communication, reduction of stereotyped movements, improvement of affection and demonstration of affection, socialization and motor performance. It was concluded with the research that dance provides benefits in different spheres of the Spectrum, confirming the efficiency of this intervention in the treatment of the individual, but, in addition, reinforcing the importance of a well-built teacher/student relationship, based on respect, listening and care, so that there is room for these benefits to develop in due time and in the right way.