El Procesamiento Sensorial de los Niños en Educación Infantil en la Perspectiva del Educador

Autores/as

DOI:

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

Palabras clave:

Procesamiento sensorial, Terapia ocupacional

Resumen

Los niños con bajo procesamiento sensorial tienen dificultades para participar en la escuela. El estudio tuvo como objetivo identificar los patrones de procesamiento sensorial de los niños en edad preescolar desde la perspectiva de sus educadores. Métodos: Para ello, 5 educadores evaluaron a 70 niños de 3 años con desarrollo típico utilizando la Medida de Procesamiento Sensorial Preescolar (SPM-P). Resultados: Los resultados mostraron que en las categorías de reactividad, así como planificación e ideas, la mayoría de los niños evaluados se encontraban dentro del patrón de desempeño típico (73% y 63%, respectivamente), aunque se observaron patrones de disfunción leve y moderada (23% y 21%) y disfunción definitiva (4% y 16%). Sin embargo, en la categoría de participación social, los patrones de disfunción superaron al de desempeño típico (48%), siendo el 29% leve o moderado y el 23% definitivo. Conclusión: Dado que el procesamiento sensorial tiene una fuerte influencia en la participación social, este estudio contribuye a la base de conocimientos para mejores intervenciones con niños con disfunción del procesamiento sensorial.

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Biografía del autor/a

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, Federal University of 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.

Citas

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Publicado

2024-11-25

Cómo citar

Barros, V. de M., Pinheiro, R., & Barba, P. C. S. D. (2024). El Procesamiento Sensorial de los Niños en Educación Infantil en la Perspectiva del Educador. Da Investigação às Práticas: Estudos De Natureza Educacional, 14(3), e346. https://doi.org/10.25757/invep.v14i3.346

Número

Vol. 14 Núm. 3 (2024): Publicação Contínua

Sección

Artigos

Licencia

Derechos de autor 2024 Vanessa de Melo Barros, Raquel Pinheiro, Patricia C. S. Della Barba

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