Traitement Sensoriel des Enfants en Éducation de la Petite Enfance du Point de Vue de L'éducateur

Auteurs-es

DOI :

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

Mots-clés :

Traitement sensoriel, Ergothérapie, Éducation de la petite enfance

Résumé

Contexte : Les enfants ayant un traitement sensoriel faible ont des difficultés à s'engager dans la participation scolaire. L'étude visait à identifier les schémas de traitement sensoriel des enfants d'âge préscolaire du point de vue de leurs éducateurs. Méthodes : À cette fin, 5 éducateurs ont évalué 70 enfants de 3 ans au développement normal à l'aide de la mesure du traitement sensoriel préscolaire (SPM-P). Résultats : Les résultats ont montré que dans les
catégories de réactivité ainsi que de planification et d'idées, la plupart des enfants évalués se situaient dans le schéma de performance typique (73 % et 63 %, respectivement), bien que des schémas de dysfonctionnement léger et
modéré aient été observés (23 % et 21 %) et un dysfonctionnement définitif (4% et 16 %). Cependant, dans la catégorie de la participation sociale, les schémas de dysfonctionnement dépassaient ceux de la performance typique (48 %), 29 % étant légers ou modérés et 23 % définitifs. Conclusion : Étant donné que le traitement sensoriel a une forte influence sur la participation sociale, cette étude contribue à la base de connaissances pour de meilleures interventions auprès des enfants présentant un dysfonctionnement du traitement sensoriel.

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Bibliographies de l'auteur-e

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.

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Publié-e

2024-11-25

Comment citer

Barros, V. de M., Pinheiro, R., & Barba, P. C. S. D. (2024). Traitement Sensoriel des Enfants en Éducation de la Petite Enfance du Point de Vue de L’éducateur. Da Investigação às Práticas: Estudos De Natureza Educacional, 14(3), e346. https://doi.org/10.25757/invep.v14i3.346

Numéro

Vol. 14 No. 3 (2024): Publicação Contínua

Rubrique

Artigos

Licence

(c) Tous droits réservés Vanessa de Melo Barros, Raquel Pinheiro, Patricia C. S. Della Barba 2024

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