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Advisor(s)
Abstract(s)
O presente trabalho apresenta um estudo empírico decorrente da implementação de um projeto de
intervenção, que durou quatro meses e teve como propósito compreender o contributo que a utilização de
Símbolos Tangíveis (ST) e o conto de histórias pode ter na promoção do estabelecimento de uma relação
de confiança entre a criança com Síndroma de Joubert (SJ) e o adulto, bem como no desenvolvimento das
suas capacidades comunicativas e na melhoria do seu comportamento.
Esta pesquisa de natureza qualitativa definiu-se como um projeto de investigação-ação,
desenvolvido em quatro fases: (i) caracterização inicial da situação e identificação da problemática; (ii)
definição do plano de intervenção; (iii) implementação do plano de intervenção e (iv) avaliação do plano de
intervenção. Durante este percurso procedeu-se à respetiva revisão da literatura.
O estudo envolveu a participação de uma criança com SJ, que à data do início do plano de
intervenção tinha quatro anos de idade e apresentava atraso global no desenvolvimento psicomotor com
hipotonia generalizada ao nível dos membros inferiores, tronco e membros superiores. Manifestava ainda
dificuldade em se expressar e apresentava com frequência episódios de frustração, principalmente em
ambientes imprevisíveis ou destruturados. Participaram ainda no estudo o seu encarregado de educação,
seis profissionais da instituição que trabalham diariamente com ela: três docentes, dois técnicos e um
auxiliar de educação. Os dados foram recolhidos recorrendo às seguintes técnicas: pesquisa documental,
entrevistas semiestruturadas e observação.
O plano de intervenção focou-se na utilização de Símbolos Tangíveis como forma de promover o
estabelecimento de uma relação de confiança entre a criança com SJ e o adulto, bem como o
desenvolvimento das suas capacidades comunicativas e a melhoria do seu comportamento. Os Símbolos
Tangíveis foram utilizados no sistema de calendário, na identificação de espaços, na identificação das
pessoas e nas histórias adaptadas e multissensoriais.
Durante o período de intervenção a criança começou a apresentar mais comportamentos sociais
positivos e a manifestar mais competências comunicativas, passando a usar alguma linguagem oral de
forma mais eficiente, funcional e prazerosa. Conseguiu ainda apreender o significado dos 42 ST
introduzidos, revelando facilidade em compreender, sobretudo, o significado dos Símbolos Tangíveis mais
concretos.
A introdução de Símbolos Tangíveis na organização das rotinas e dos espaços, bem como na
atividade de conto de histórias revelou-se uma estratégia útil à estabilização dos comportamentos da
criança, inferindo-se que essa estratégia a ajudou a compreender melhor os contextos físicos e sociais que
frequentava, tornando-se esta uma criança mais calma e tolerante, nomeadamente às mudanças de
atividades e locais (onde revelava maiores episódios de desorganização).
ABSTRAC The present work presents an empirical study following the implementation of an intervention project, which lasted four months and had. The main goal is understanding the contribution that the use of Tangible Symbols (TS) and the storytelling can have in promoting the settlement of a trust relationship between the child with Joubert Syndrome (JS) and the adult, as well as in the development of their communicative capacities and in the improvement of their behavior. This is a qualitative research, defined as research-action project, and was developed in four phases: (i) initial description of the situation and identification of the question; (ii) definition of the intervention plan; (iii) implementation of the intervention plan, and (iv) evaluation of the intervention plan. During this time, we proceeded to the respective literature review. The research involved the participation of a child with JS who, at the beginning of the intervention plan, was four years old and presented developmental delays with generalized hypertonia in the lower limbs, trunk and upper limbs. The child also presented difficulty to express itself and frequently presented episodes of frustration, especially in unpredictable or disrupted environments. His teacher head, three other teachers, two technicians and one education assistant are others participants in this study. The data were collected using the following techniques: documentary research, semi structured interviews and observation. The intervention plan focused on the use of Tangible Symbols to promote the settlement of a relationship of trust between the child with JS and the adult, as well as the development of their communicative capacities and the improvement of their behavior. The Tangible Symbols were used in the calendar system, in the spaces’ identification, in the people identification and in the storytelling moments with adapted stories and multi-sensory stories. During the intervention the child began to present more positive social behaviors and to express more communicative skills, starting to use some oral language in a more efficient, functional and pleasant way. The child was also able to reach the meaning of the 42 Tangible Symbols introduced; specially the most concrete Tangible Symbols. The introduction of Tangible Symbols in the routines and spaces as well as in the storytelling activity, evidenced to be a useful strategy to regulate the child's behavior, and support a better understanding of the physical and social contexts. The child becomes more tolerant to the changes of activities and places (where it showed greater episodes of disarrangement).
ABSTRAC The present work presents an empirical study following the implementation of an intervention project, which lasted four months and had. The main goal is understanding the contribution that the use of Tangible Symbols (TS) and the storytelling can have in promoting the settlement of a trust relationship between the child with Joubert Syndrome (JS) and the adult, as well as in the development of their communicative capacities and in the improvement of their behavior. This is a qualitative research, defined as research-action project, and was developed in four phases: (i) initial description of the situation and identification of the question; (ii) definition of the intervention plan; (iii) implementation of the intervention plan, and (iv) evaluation of the intervention plan. During this time, we proceeded to the respective literature review. The research involved the participation of a child with JS who, at the beginning of the intervention plan, was four years old and presented developmental delays with generalized hypertonia in the lower limbs, trunk and upper limbs. The child also presented difficulty to express itself and frequently presented episodes of frustration, especially in unpredictable or disrupted environments. His teacher head, three other teachers, two technicians and one education assistant are others participants in this study. The data were collected using the following techniques: documentary research, semi structured interviews and observation. The intervention plan focused on the use of Tangible Symbols to promote the settlement of a relationship of trust between the child with JS and the adult, as well as the development of their communicative capacities and the improvement of their behavior. The Tangible Symbols were used in the calendar system, in the spaces’ identification, in the people identification and in the storytelling moments with adapted stories and multi-sensory stories. During the intervention the child began to present more positive social behaviors and to express more communicative skills, starting to use some oral language in a more efficient, functional and pleasant way. The child was also able to reach the meaning of the 42 Tangible Symbols introduced; specially the most concrete Tangible Symbols. The introduction of Tangible Symbols in the routines and spaces as well as in the storytelling activity, evidenced to be a useful strategy to regulate the child's behavior, and support a better understanding of the physical and social contexts. The child becomes more tolerant to the changes of activities and places (where it showed greater episodes of disarrangement).
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de Mestre em
Educação Especial- ramo Problemas de Cognição e Multideficiência
Keywords
Síndroma de Joubert Símbolos tangíveis Competências comunicativas Organização de rotinas Histórias adaptadas Histórias multissensoriais Joubert syndrome Tangible symbols Communicative skills Routine organization Adapted stories Multisensorial stories