Processamento Sensorial de Crianças na Educação Infantil na Perspectiva do Educador

Autores

DOI:

https://doi.org/10.25757/invep.v14i3.346

Palavras-chave:

Processamento sensorial, Terapia ocupacional, Educação infantil

Resumo

Contexto: Crianças com processamento sensorial deficiente têm dificuldade de se envolver na participação escolar. O estudo teve como objetivo identificar os padrões de processamento sensorial de crianças pré-escolares na perspectiva de seus educadores. Métodos: Para tanto, 5 educadores avaliaram 70 crianças de 3 anos de desenvolvimento típico usando o Sensory Processing Measure PreSchool (SPM-P). Resultados: Os resultados mostraram que nas categorias de reatividade, bem como planejamento e ideias, a maioria das crianças avaliadas estava dentro do padrão de desempenho típico (73% e 63%, respectivamente), embora tenham sido observados padrões de disfunção leve e moderada (23% e 21%) e disfunção definitiva (4% e 16%). No entanto, na categoria de participação social, os padrões de disfunção excederam o de desempenho típico (48%), com 29% sendo leves ou moderados e 23% definitivos. Conclusão: Dado que o processamento sensorial tem uma forte influência na participação social, este estudo contribui para a base de conhecimento para melhores intervenções com crianças com disfunção de processamento sensorial.

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Biografias Autor

Vanessa de Melo Barros, Federal University of São Carlos

Master in Occupational Therapy from the Postgraduate Program in Occupational Therapy at the Federal University of São Carlos. International Certification in Sensory Integration by CLASI (Sensory Integration Certification #450). Postgraduate degree in neuropedagogy from Rhema College. Professional experience working in habilitation/rehabilitation centers, focusing on Child Development, Early Intervention, Sensory Integration, Neuropediatrics and Learning Disabilities. Academic experience in seminars in disciplines of the Occupational Therapy course, on various topics related to child development; supervision of Occupational Therapists in the area of Pediatrics. Co-owner of the Crescer - Espaço Sensorial clinic, with care focused on children with sensory integration dysfunctions, with clinical, school and home intervention.

Raquel Pinheiro, Universidade Federal de São Carlos

Master in Occupational Therapy from the Postgraduate Program in Occupational Therapy at the Federal University of São Carlos (2012) and Specialist in Intervention in Neuropediatrics from the Federal University of São Carlos (2014). International Certification in Sensory Integration from the University of Southern California and Western Psychological Services (USC/WPS Sensory Integration Certification #4565 - 2015). Professional experience working in habilitation/rehabilitation centers and private clinics, focusing on Child Development, Early Intervention, Sensory Integration, Neuropediatrics and Learning Disabilities. Academic experience as a temporary professor in the Occupational Therapy department at UFSCar (2012-2014) with internship supervision in Child Physical and Sensory Dysfunction at the School Health Unit, Supervised Practice in Occupational Therapy in Child Physical Dysfunction for the 3rd year of undergraduate studies and Seminars in disciplines of the Occupational Therapy course, on various topics related to child development. Currently co-owner of the Crescer - Espaço Sensorial clinic, with services focused on children with sensory integration disorders, with clinical, school and home intervention.

Patricia C. S. Della Barba, Federal University of São Carlos

PhD in Special Education from the Federal University of São Carlos. Associate Professor in the Department of Occupational Therapy at the Federal University of São Carlos. Professor in the Postgraduate Program in Occupational Therapy (PPGTO-UFSCar). Post-doctorate in Child Studies and Early Intervention. Member of the Ibero-American Network for Early Care; member of the Latin American Academy for Child Development and Disability (Early Care working group); member of the Latin American Committee for the Implementation of Recommended Practices in Early Care. Coordinator of the specialization course at UFSCar: Early Intervention in Childhood: Practices centered on families and natural contexts.

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Publicado

25-11-2024

Como Citar

Barros, V. de M., Raquel Pinheiro, & Barba, P. C. S. D. (2024). Processamento Sensorial de Crianças na Educação Infantil na Perspectiva do Educador. Da Investigação às Práticas: Estudos De Natureza Educacional, 14(3), e346. https://doi.org/10.25757/invep.v14i3.346

Edição

Vol. 14 N.º 3 (2024): Publicação Contínua

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Artigos

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Direitos de Autor (c) 2024 Vanessa de Melo Barros, Raquel Pinheiro, Patricia C. S. Della Barba

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