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Advisor(s)
Abstract(s)
A aprendizagem cooperativa, através da qual os alunos se ajudam no
processo de aprendizagem (Argyle, 1991; Balkcom, 1992; Johnson, Johnson, &
Holubec, 1994) encontra nas artes plásticas um meio privilegiado de
comunicação e estimulação sensorial. Este estudo visa examinar os efeitos da
implementação de um programa de atividades cooperativas no âmbito das
artes plásticas sobre o processo de inclusão de crianças com Perturbação do
Espectro do Autismo (PEA) nas suas turmas de ensino regular, estando sobre
análise: (i) o seu envolvimento e satisfação nas atividades dinamizadas; (ii) a
interação estabelecida com os pares; (iii) e o apoio/ atitudes dos pares com
desenvolvimento típico na relação com os colegas com PEA. Implementado em
duas turmas do 1.º Ciclo do Ensino Básico, os efeitos do programa foram
estudados, mediante a implementação de um estudo de caso único, tipo AB,
com um desenho de múltiplas linhas de base. Para o efeito foram analisados
registos de observação de seis crianças com autismo e de seis pares que
compunham as díades de trabalho; e da entrevista aos professores das turmas.
A socialização e desenvolvimento de atitudes positivas por parte dos alunos
com desenvolvimento típico foi também aferida através de uma entrevista
dirigida aos próprios. Os resultados são sugestivos de um global aumento da
interação, do envolvimento e satisfação dos alunos com PEA – registando-se
maior expressão destes indicadores aquando do uso de técnicas de teor mais
sensorial (como monotipia, desenho, modelagem). O programa parece ter
também promovido comportamentos mais apoiantes por parte dos pares na
maximização da participação dos alunos com PEA - parecendo reforçar o
reconhecimento das atividades artísticas cooperativas como promotoras de
relações de interajuda e de mútuo conhecimento.
Cooperative learning, whereby students help each other in the learning process (Argyle, 1991; Balkcom, 1992; Johnson, Johnson, & Holubec, 1994) finds in art a privileged means of communication and sensory stimulation. This study aims to examine the implementation effects of a cooperative based activities program within the fine arts on the process of inclusion of children with disorder of the Autism Spectrum (AS) in their mainstream classes, standing over analysis: (i) their involvement and satisfaction in streamlined activities; (ii) the established interaction with peers; (iii) and support / attitudes of typically developing peers in relation to colleagues with AS. Implemented in two classes of the 1st cycle of basic education, the program's effects was studied by the implementation of a single case study, AB type, with a multiple baseline design. For this purpose observation records were reviewed of six children with autism and six pairs that made up the dyad work; and interview the teachers of the classes. Socialization and development of positive attitudes of students with typical development were also assessed through an interview addressed to themselves. The results suggest an overall increase in interaction, involvement and satisfaction of students with AS - recording a higher expression of these indicators during the use of the more sensory content of techniques (such as Monotype, drawing, modeling). The program seems to have also promoted more supporters behaviors by peers in maximizing the participation of students with AS - seeming to enhance the recognition of the artistic cooperative activities as promoting mutual aid relationships and mutual understanding.
Cooperative learning, whereby students help each other in the learning process (Argyle, 1991; Balkcom, 1992; Johnson, Johnson, & Holubec, 1994) finds in art a privileged means of communication and sensory stimulation. This study aims to examine the implementation effects of a cooperative based activities program within the fine arts on the process of inclusion of children with disorder of the Autism Spectrum (AS) in their mainstream classes, standing over analysis: (i) their involvement and satisfaction in streamlined activities; (ii) the established interaction with peers; (iii) and support / attitudes of typically developing peers in relation to colleagues with AS. Implemented in two classes of the 1st cycle of basic education, the program's effects was studied by the implementation of a single case study, AB type, with a multiple baseline design. For this purpose observation records were reviewed of six children with autism and six pairs that made up the dyad work; and interview the teachers of the classes. Socialization and development of positive attitudes of students with typical development were also assessed through an interview addressed to themselves. The results suggest an overall increase in interaction, involvement and satisfaction of students with AS - recording a higher expression of these indicators during the use of the more sensory content of techniques (such as Monotype, drawing, modeling). The program seems to have also promoted more supporters behaviors by peers in maximizing the participation of students with AS - seeming to enhance the recognition of the artistic cooperative activities as promoting mutual aid relationships and mutual understanding.
Description
Keywords
Inclusão Aprendizagem cooperativa Artes plásticas Perturbação do espetro do autismo Inclusion Cooperative learning Visual arts Autism spectrum disorder
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação