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Abstract(s)
Este estudo incide no contributo do conto de Histórias no envolvimento e desenvolvimento social de uma criança com Perturbação do Espetro de Autismo. Estas crianças revelam com frequência limitações no seu desenvolvimento social, manifestando
dificuldades em interagir socialmente com os seus pares e revelando-se pouco sensíveis
às iniciações dos outros. O presente projeto decorre de uma situação problema identificada na nossa intervenção, levando-nos a querer saber em que medida o conto de diferentes tipos de histórias promovem o envolvimento, a participação e o desenvolvimento
de competências sociais numa criança com Perturbação do Espectro de Autismo. Para
tal definiram-se os seguintes objetivos: Caraterizar o contributo do conto de diferentes
tipos de histórias na promoção do desenvolvimento de competências sociais de uma
criança com Perturbação do Espectro de Autismo; Conhecer a forma como a criança
com Perturbação do Espectro de Autismo se envolve e participa no conto de diferentes
tipos de histórias; Compreender a influência de diferentes tipos de intervenção (conto de
histórias em grande grupo, pequeno grupo e individual) na promoção de interações
sociais de uma criança com Perturbação do Espectro de Autismo.
O projeto foi desenvolvido com um grupo de 17 crianças de uma sala de jardim de
infância de uma Instituição Particular de Solidariedade Social.
Este estudo teve por base o paradigma socio-crítico numa abordagem investigação-ação, implicando assim uma identificação da problemática, que conduziu à identificação das necessidades de intervenção. Seguiu-se a imprescindível planificação do projeto de intervenção, visando as necessidades encontradas anteriormente. Após esta planificação procedeu-se à construção das histórias e à implementação do projeto de intervenção e à avaliação dos resultados obtidos.
Foram utilizadas várias técnicas de recolha e análise de dados, nomeadamente a
pesquisa documental, a observação naturalista, as escalas de envolvimento e os testes
sociométricos.
Os resultados obtidos revelam que os diferentes tipos de história contribuíram
para a promoção do desenvolvimento de competências sociais da criança com Perturbação do Espectro de Autismo, uma vez que possibilitaram uma melhoria na comunicação verbal na interação com os pares, assim como na autonomia pessoal e cidadania. Os
resultados revelam ainda um maior controlo emocional assim como uma melhoria na
capacidade de resolução de problemas. Verificou-se que as histórias multissensoriais
foram as que mais fomentaram o envolvimento e a participação da criança na hora do
conto. Percebeu-se ainda que os diferentes contextos de intervenção desencadearam
comportamentos distintos da criança nos diferentes tipos de história. Foi no conto de
histórias em contexto individual que a criança demonstrou um maior envolvimento e
participação. Contudo, os contextos de pequeno e grande grupo facilitaram as interações
da criança, sendo evidente uma maior interação da criança com os pares em contexto de
pequeno grupo nas histórias multissensoriais e um maior recurso à linguagem oral em
contexto de pequeno e grande grupo nas histórias de autor. De notar ainda que o projeto
de intervenção também teve repercussões no grupo de crianças, sendo visível uma
maior aceitação destas para com a criança em estudo, tornando-a parte integrante do
grupo.
ABSTRACT This study focuses on the contribution of the storytelling to the involvement and social development of a child with autism spectrum disorder. These children often reveal limitations in their social development, manifesting difficulties in interacting socially with their peers and proving to be insensitive to the initiations of others. This project stems from a problem situation identified in our intervention, leading us to want to know to what extent the tale of different types of stories promote involvement, participation and development of social skills in a child with Autism Spectrum Disorder. The following objectives have been defined: To characterize the tale's attribute of different types of stories in promoting the development of social skills of a child with Autism Spectrum Disorder; To know the way the child with Autism Spectrum Disorder gets involved and participates in the tale of different types of stories; To understand the influence of different types of intervention (tales in large group, small group and individual) in promoting social interactions of a child with Autism Spectrum Disorder. The project was developed with a group of 17 children from a kindergarten room of a Private Social Solidarity Institution. This study was based on the socio-critical paradigm in an action research approach, thus implying an identification of the problem, which led to the identification of intervention needs. It was followed by the essential planning of the intervention project, aiming the needs previously found. After this planning, the stories were constructed and the intervention project was implemented, and the results obtained were evaluated. Several techniques of data collection and analysis were used, namely documentary research, naturalistic observation, scales of involvement and sociometric theses. The results obtained reveal that the different types of history have contributed to the promotion of the development of social skills of the child with autism spectrum, since they allowed an improvement in verbal communication in interaction with peers, as well as in personal autonomy and citizenship. The results also reveal a greater emotional control as well as an improvement in problem solving capacity. It was found that multisensory stories were the ones that most fostered children's involvement and participation in the tale. It was also perceived that the different contexts of intervention trig- gered distinct behaviors of the child in different types of stories. It was in the storytelling in individual context that the child demonstrated a greater involvement and participation. However, the small and large group contexts facilitated the child's interactions, being evident a greater interaction of the child with peers in a small group context in the multisensory stories and a greater use of oral language in a small and large group context in the author's stories. It should also be noted that the intervention project also had repercussions on the group of children, being visible a greater acceptance of them towards the child under study, making it an integral part of the group.
ABSTRACT This study focuses on the contribution of the storytelling to the involvement and social development of a child with autism spectrum disorder. These children often reveal limitations in their social development, manifesting difficulties in interacting socially with their peers and proving to be insensitive to the initiations of others. This project stems from a problem situation identified in our intervention, leading us to want to know to what extent the tale of different types of stories promote involvement, participation and development of social skills in a child with Autism Spectrum Disorder. The following objectives have been defined: To characterize the tale's attribute of different types of stories in promoting the development of social skills of a child with Autism Spectrum Disorder; To know the way the child with Autism Spectrum Disorder gets involved and participates in the tale of different types of stories; To understand the influence of different types of intervention (tales in large group, small group and individual) in promoting social interactions of a child with Autism Spectrum Disorder. The project was developed with a group of 17 children from a kindergarten room of a Private Social Solidarity Institution. This study was based on the socio-critical paradigm in an action research approach, thus implying an identification of the problem, which led to the identification of intervention needs. It was followed by the essential planning of the intervention project, aiming the needs previously found. After this planning, the stories were constructed and the intervention project was implemented, and the results obtained were evaluated. Several techniques of data collection and analysis were used, namely documentary research, naturalistic observation, scales of involvement and sociometric theses. The results obtained reveal that the different types of history have contributed to the promotion of the development of social skills of the child with autism spectrum, since they allowed an improvement in verbal communication in interaction with peers, as well as in personal autonomy and citizenship. The results also reveal a greater emotional control as well as an improvement in problem solving capacity. It was found that multisensory stories were the ones that most fostered children's involvement and participation in the tale. It was also perceived that the different contexts of intervention trig- gered distinct behaviors of the child in different types of stories. It was in the storytelling in individual context that the child demonstrated a greater involvement and participation. However, the small and large group contexts facilitated the child's interactions, being evident a greater interaction of the child with peers in a small group context in the multisensory stories and a greater use of oral language in a small and large group context in the author's stories. It should also be noted that the intervention project also had repercussions on the group of children, being visible a greater acceptance of them towards the child under study, making it an integral part of the group.
Description
Projeto de intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de Mestre em Educação em Educação Especial - Ramo de Cognição e Multideficiência
Keywords
Desenvolvimento social Envolvimento Histórias multissensoriais Histórias sociais Participação Perturbação do espetro do autismo Multisensory Stories Social stories Author stories Social skills Autistic spectrum disorders Involvement Participation
Citation
Rodrigues, A. I. L. (2021). Envolvimento e desenvolvimento social de uma criança com perturbação do espetro de autismo: o contributo do conto de histórias (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13265
Publisher
Escola Superior de Educação, Instituto Politécnico de Lisboa