Loading...
Publication
A pintura e o desenvolvimento da comunicação no Primeiro Ciclo do Ensino Básico, na criança Autista
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.8 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esta dissertação, realizada no âmbito da obtenção do mestrado em Ciências da Educação: Educação Especial, Domínio Cognitivo e Motor, apresenta como tema condutor de todo o desenrolar da investigação a Pintura e o Desenvolvimento da Comunicação no Primeiro Ciclo do Ensino Básico, na Criança Autista. Pretende-se, através de um estudo comparativo entre docentes especializados na intervenção em crianças autistas de Portugal e dos Estados Unidos da América, analisar e tirar conclusões acerca da possível contribuição da pintura no desenvolvimento da comunicação verbal e não-verbal na criança pertencente ao primeiro ciclo do ensino básico, tendo em conta que a comunicação é um domínio comprometido em qualquer sujeito autista, ainda que em níveis de comprometimento díspares. A investigação decorreu com a colaboração de docentes ligados à intervenção em crianças autistas que frequentem este nível de ensino.
Foi objetivo geral deste estudo averiguar se as atividades de pintura produzem qualquer tipo de efeitos positivos e/ou negativos na área da comunicação verbal e não-verbal na criança autista frequentando o 1º Ciclo do Ensino Básico (CEB). Como objetivos específicos encontram-se os seguintes: Aferir se a pintura é um meio facilitador da comunicação verbal e não-verbal com os pares e com o adulto; Verificar se os profissionais da educação recorrem à pintura como terapia facilitadora do desenvolvimento da comunicação nas crianças autistas; Aferir se a criança autista revela comportamentos dissemelhantes na sua comunicação quando recorre à pintura e quando não recorre à pintura.
Esta investigação foi suportada na articulação entre a metodologia quantitativa e qualitativa, com triangulação de resultados obtidos pela aplicação dos instrumentos de recolha de dados: o questionário e a entrevista. Atingiram-se totalmente os Objetivos definidos: Aferir se a pintura é um meio facilitador da comunicação verbal e não-verbal com os pares e com o adulto; Verificar se os profissionais da educação recorrem à pintura como terapia facilitadora do desenvolvimento da comunicação nas crianças autistas; Aferir se a criança autista revela comportamentos dissemelhantes na sua comunicação quando recorre à pintura e quando não recorre à pintura.
This research project, carried out under the master degree in Education Sciences: Special Needs, Cognitive and Motor Area, presents as driving theme of all the research Painting and Communication Development in the First Cycle of Basic Education in the Autistic Child. So, it is intended, through a comparative study between specialized teachers in autistic children intervention from Portugal and United States of America, to analyze and draw conclusions about the contribution of painting in verbal and non-verbal communication development in the child belonging to the first cycle of basic education, considering that communication is a committed area in any autistic child, even if at different levels of commitment. The research was carried out with the collaboration of teachers related to the intervention in autistic children who attend this school level. It’s the general objective of this study to investigate whether painting activities produce any kind of positive and / or negative effects in verbal and non verbal communication area in the autistic child, attending the 1st Cycle of Basic Education (CEB). As specific objectives there are the following: verify if painting is a facilitator of verbal and non-verbal communication with the pairs and with the adult; verify if education professionals use painting as a facilitating therapy for the development of communication in autistic children; verify whether the autistic child reveals dissimilar behaviors in his communication when he use painting and when he does not use painting. This research was developed by articulating quantitative and qualitative methodology, with triangulation of the results obtained by the using of the following instruments for data collection: questionnaire and interview. The objectives were fully achieved: Verify if painting is a facilitator of the verbal and non-verbal communication with the pairs and with the adult; Verify if education professionals use painting as a facilitating therapy for the development of communication in autistic children; Verify whether the autistic child reveals dissimilar behaviors in his communication when he use painting and when he does not use painting.
This research project, carried out under the master degree in Education Sciences: Special Needs, Cognitive and Motor Area, presents as driving theme of all the research Painting and Communication Development in the First Cycle of Basic Education in the Autistic Child. So, it is intended, through a comparative study between specialized teachers in autistic children intervention from Portugal and United States of America, to analyze and draw conclusions about the contribution of painting in verbal and non-verbal communication development in the child belonging to the first cycle of basic education, considering that communication is a committed area in any autistic child, even if at different levels of commitment. The research was carried out with the collaboration of teachers related to the intervention in autistic children who attend this school level. It’s the general objective of this study to investigate whether painting activities produce any kind of positive and / or negative effects in verbal and non verbal communication area in the autistic child, attending the 1st Cycle of Basic Education (CEB). As specific objectives there are the following: verify if painting is a facilitator of verbal and non-verbal communication with the pairs and with the adult; verify if education professionals use painting as a facilitating therapy for the development of communication in autistic children; verify whether the autistic child reveals dissimilar behaviors in his communication when he use painting and when he does not use painting. This research was developed by articulating quantitative and qualitative methodology, with triangulation of the results obtained by the using of the following instruments for data collection: questionnaire and interview. The objectives were fully achieved: Verify if painting is a facilitator of the verbal and non-verbal communication with the pairs and with the adult; Verify if education professionals use painting as a facilitating therapy for the development of communication in autistic children; Verify whether the autistic child reveals dissimilar behaviors in his communication when he use painting and when he does not use painting.