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Perturbação de hiperatividade/défice de atenção e labilidade emocional na escola inclusiva
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Abstract(s)
Com este trabalho pretendeu-se identificar traços característicos de labilidade emocional na Perturbação de Hiperatividade/Défice de Atenção (PHDA) na Escola Inclusiva; esclarecer os possíveis sintomas da labilidade emocional se devem somente a distúrbios da PHDA, a comorbilidade ou uma nova entidade nosológica. O método utilizado foi a pesquisa quantitativa, sendo aplicado um questionário a profissionais do Centro Multidisciplinar de Apoio Pedagógico (CEAPEM) e escolas articuladas ao mesmo, num total de 35 participantes, dentre eles profissionais da equipa pedagógica, profissionais da equipa multidisciplinar e pais ou responsáveis legais que lidam diretamente com alunos com PHDA. Os resultados permitiram identificar que a maioria dos alunos apresentam possíveis sintomas da labilidade emocional na PHDA e um menor número não apresenta possíveis sintomas da labilidade emocional na PHDA. Conclui-se que as evidências expostas no presente trabalho permitem findar que a labilidade emocional é um traço característico realmente marcante e significativo em alunos com Perturbação de Hiperatividade/Défice de Atenção na Escola Inclusiva e em todas as fases da vida, causando impacto negativo no seu desenvolvimento social e escolar.
The aim of this work was to identify characteristic traits of emotional lability in Attention Deficit/Hyperactivity Disorder (ADHD) at the Inclusive School; clarifying the possible symptoms of emotional lability are only due to ADHD disorders, comorbidity or a new nosological entity. The method used was quantitative research, with a questionnaire being applied to professionals from the Multidisciplinary Center for Pedagogical Support (CEAPEM) and schools linked to it, with a total of 35 participants, including professionals from the pedagogical team, professionals from the multidisciplinary team and parents or guardians legal entities that deal directly with students with ADHD. The results allowed us to identify that most students have possible symptoms of emotional lability in ADHD and a smaller number do not show possible symptoms of emotional lability in ADHD. It is concluded that the evidence presented in this work allows us to conclude that emotional lability is a really striking and significant characteristic feature in students with Attention Deficit/Hyperactivity Disorder in the Inclusive School and in all stages of life, causing an impact negative in their social and school development.
The aim of this work was to identify characteristic traits of emotional lability in Attention Deficit/Hyperactivity Disorder (ADHD) at the Inclusive School; clarifying the possible symptoms of emotional lability are only due to ADHD disorders, comorbidity or a new nosological entity. The method used was quantitative research, with a questionnaire being applied to professionals from the Multidisciplinary Center for Pedagogical Support (CEAPEM) and schools linked to it, with a total of 35 participants, including professionals from the pedagogical team, professionals from the multidisciplinary team and parents or guardians legal entities that deal directly with students with ADHD. The results allowed us to identify that most students have possible symptoms of emotional lability in ADHD and a smaller number do not show possible symptoms of emotional lability in ADHD. It is concluded that the evidence presented in this work allows us to conclude that emotional lability is a really striking and significant characteristic feature in students with Attention Deficit/Hyperactivity Disorder in the Inclusive School and in all stages of life, causing an impact negative in their social and school development.
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Keywords
Labilidade emocional Escola inclusiva PHDA Emotional lability Including school ADHD