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Os efeitos de um programa de intervenção na participação social de uma criança com perturbação do espectro de autismo em jardim-de-infância
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Abstract(s)
As interações sociais com os pares são fundamentais para o desenvolvimento da criança, permitindo-lhe, através da relação com o outro, adquirir competências sociais, emocionais e cognitivas. Contudo, a literatura tem vindo a mostrar consistentemente que as crianças com incapacidades tendem a ter menos amigos e menos contactos sociais em contexto escolar e, por isso experienciam menos oportunidades para desenvolverem as suas competências sociais. Em particular, as limitações nas competências sociais e de interação apresentadas pelas crianças com perturbação do espectro do autismo (PEA) constituem um fator de risco na sua participação social, a que acrescem as interações que estabelecem com os pares com desenvolvimento típico e as atitudes de aceitação que estes demonstram face à incapacidade.
Deste modo, este estudo teve como objetivo avaliar os efeitos de um programa de intervenção formado por duas componentes – sensibilização face à incapacidade e mediação por pares - nas interações, nas relações de amizade e nas atitudes de aceitação demonstradas pelos pares com desenvolvimento típico face a um aluno com PEA, implementado numa sala de jardim-de-infância. Trata-se de um estudo experimental de sujeito único, cujos resultados foram avaliados através da Escala de Atitudes e Aceitação, da nomeação sociométrica, da observação das interações e da Sensory Processing Measure- Preschool.
Os resultados evidenciaram uma crescente aceitação social dos pares, verificada no final da intervenção através de atitudes mais positivas e do aumento de interações sociais com a criança com PEA. A criança com PEA passou a participar com mais frequência nas brincadeiras livres com os pares no contexto de sala de aula e de recreio, assim como entrou em redes de amizades.
Peer social interactions are fundamental to children’s development because the relationship with the other enables the acquisition of social, emotional and cognitive skills. However, literature consistently shows that children with disabilities tend to have a lower number of friends and fewer social interactions in the school situation, and therefore, they have fewer opportunities to improve their social skills. In particular, there are risk factors affecting children with autism spectrum disorders (ASD) social participation: their social and interactive skills deficit, the interaction between them and typically developing peers, but also the acceptance attitudes the latter express toward the disability. Thus, this study aimed at measuring the effects of an intervention program with two interactive components: friendship relations and attitudes of acceptance of typically developing peers toward an ASD student. It was implemented in a nursery classroom. It is an experimental study using single-subject design, whose results were measure through the Acceptance Attitudes Scale, the sociometric nomination, the interactions observation and the Sensory Processing Measure-Preschool. The results showed growing social acceptance from peers. In the final period of the intervention, more positive attitudes were observed and the number of social interactions with the ASD child increased. The ASD child started participating more often in free play activities with peers, both in the classroom context and in the playground, as well as joining friendship groups.
Peer social interactions are fundamental to children’s development because the relationship with the other enables the acquisition of social, emotional and cognitive skills. However, literature consistently shows that children with disabilities tend to have a lower number of friends and fewer social interactions in the school situation, and therefore, they have fewer opportunities to improve their social skills. In particular, there are risk factors affecting children with autism spectrum disorders (ASD) social participation: their social and interactive skills deficit, the interaction between them and typically developing peers, but also the acceptance attitudes the latter express toward the disability. Thus, this study aimed at measuring the effects of an intervention program with two interactive components: friendship relations and attitudes of acceptance of typically developing peers toward an ASD student. It was implemented in a nursery classroom. It is an experimental study using single-subject design, whose results were measure through the Acceptance Attitudes Scale, the sociometric nomination, the interactions observation and the Sensory Processing Measure-Preschool. The results showed growing social acceptance from peers. In the final period of the intervention, more positive attitudes were observed and the number of social interactions with the ASD child increased. The ASD child started participating more often in free play activities with peers, both in the classroom context and in the playground, as well as joining friendship groups.
Description
Keywords
Participação social Atitudes de Aceitação Redes de amigos Interações sociais Perturbação do espectro do autismo Educação Inclusiva Social participation Acceptance attitudes Friendship groups Social interactions autism spectrum disorders Inclusion
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence