Navegando por Assunto "Autismo"

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Abordagem sobre a efetividade dos apps Comunicação Aumentativa Alternativa (CAA) para crianças com TEA
(2022-06-20) Santos, Anderson Bispo dos; Ferreira, Jeneffer Cristine; http://lattes.cnpq.br/3000364145302421; http://lattes.cnpq.br/3410216969927683
Autism and technology are topics much discussed today, however, there is much more than simply applications and methods in this context, it is important to point out which methods and techniques for a better treatment and/or education of the child with ASD were addressed in this stated the AAC (Augmentative and Alternative Communication) which is a concept applied to techniques such as ABA (Applied Behavior Analysis), where an exploratory analysis of an app called Matraquinha was carried out, which aims to “give voice” to children with difficulties in expressing themselves or verbal severity. However, we carried out a study with atypical and neurotypical children, in order to better understand how the App works, validating its efficiency and applicability based on the results achieved in 15 days of usability, a study carried out with 10 different families, belonging to APAE Palmares-PE, where we stress the app to the maximum, in order not only to identify possible bugs, but also to analyze the behavior of children, parents and the App itself.
Autismo e o trabalho docente: reflexões sobre os desafios encontrados nesse momento pandêmico
(2021) Morais, Mariana Rodrigues de; Brito, Thais da Silva Ayres de; Souza, Gleidson de Oliveira; http://lattes.cnpq.br/0977263665311574; http://lattes.cnpq.br/8889060064264737
This article aims to analyze the role of teachers of TEA students in remote education, and their strategies. Observing the aspects that involve the new dynamics of the teaching-learning process during the COVID-19 pandemic throughout 2020. The qualitative research, carried out through a bibliographic survey and a pre-structured questionnaire by electronic means. It had nine responding teachers, working in public and private schools, both in kindergarten and elementary school in the Metropolitan Region of Recife, we seek to understand their challenges and pedagogical strategies used in synchronous and asynchronous meetings. The data show that family support in the learning process is a more decisive factor in this new context, marked by social distancing and the need to think together about ways to meet the demands of a public in which the use of concrete materials and monitoring is agreed upon. continuous and face-to-face. It is also noted that there is a deficit in the training of teachers to work with specific TEA students, and in the use of digital tools. Given the low support of educational institutions in general for the adaptation and development to new ways of transmitting knowledge, especially in an atypical scenario.
O cinema como estratégia pedagógica para a conscientização da inclusão
(2023-09-18) Oliveira, Adriana Maria Custódio Braga de; Nogueira, Amanda Mansur Custódio; http://lattes.cnpq.br/0341879306272619; http://lattes.cnpq.br/1718703484782224
The present work aims to express the importance of using cinema as a pedagogical strategy, contributing to inclusion in schools at all levels of basic education. Its purpose is to raise awareness among students and educators about the importance of and respect for inclusion, especially regarding autism, while also to stimulate the use of cinematographic resources in classroom practices,expanding knowledge, developing perception and fostering interaction between students and teachers. The selection of movies with inclusive themes focused on autism brings forth everyday issues about people excluded or marginalized in society, aiding in the understanding of the situations experienced and promoting an approach based on respect for diversity.
Disruptores endócrinos e seus efeitos na contaminação de recursos hídricos e qualidade da água: uma revisão bibliográfica sobre os riscos ao meio ambiente e saúde pública
(2024-10-01) Lima, Palloma Alves de; Silva, Robson José; http://lattes.cnpq.br/7515677435963888; http://lattes.cnpq.br/7650929240255507
Endocrine Disruptors (EDs) are chemical substances that interfere with estrogenic activities in the environment and promote the incidence of diseases. When in contact with the body, these substances cause deregulation capable of damaging and/or inhibiting the functioning of an endocrine organ. In this context, contamination by EDs can occur through several routes, including contact with water, food consumption, and biological transfer. That said, high concentrations of EDs in water cause adverse effects on animal life, such as reproductive and hormonal problems. In turn, in humans, EDs can promote changes in the reproductive system, dysfunctions in the nervous system, and neurobehavioral effects, such as autism. In view of this finding, this paper presents a bibliographic review on the association between EDs and their effects on the contamination of water resources and water quality, especially with regard to the environment and public health, with emphasis on Autism Spectrum Disorder (ASD). The work was developed based on research in the main electronic databases: CAPES, SciELO and Google Scholar Periodicals; within the sample space of 24 years. As a result, cases were observed in which the presence of glyphosate, plasticizers and drugs were associated with speech delay, loss of developmental skills, seizures and diagnosis of ASD. In general, a direct relationship was observed in the vast majority of studies between the interference of endocrine disruptors and the increase in children diagnosed with ASD. In order to mitigate the neurobehavioral effects caused by contamination of water bodies, forms of water treatment to remove EDs were presented.
Educação infantil e autismo: estratégias de professores e responsáveis no ensino remoto
(2021) Silva, José Felipe Bezerra da; Araújo, Railla Loislane Alves de; Souza, Gleidson de Oliveira; http://lattes.cnpq.br/0977263665311574
O ensino de História para o espectro autista
(2023-01-25) Teixeira, Gerson Lopes; Miranda, Humberto da Silva; http://lattes.cnpq.br/1254987493556824; http://lattes.cnpq.br/5862173996623359
Formação docente e práticas pedagógicas para o aluno autista
(2023-04-18) Barros, Maria Gabriela de Sá Gonçalves; Silva, Roseane Amorim da; http://lattes.cnpq.br/6158073027986310; http://lattes.cnpq.br/2930839003435962
O presente trabalho tem como objeto de investigação a formação docente e as práticas pedagógicas para o aluno autista. O objetivo principal é analisar em publicações de livre acesso na literatura científica como a formação de professores trata sobre a temática do Transtorno do Espectro Autista (TEA) e sobre práticas pedagógicas para o aluno autista. Na fundamentação teórica, foram utilizados os estudos e trabalhos acadêmicos já consolidados, dentre os quais estão Mantoan (2003; 2006; 2015); Schimdt et al (2016); Cunha (2010); Tardif (2002), entre outros. Na metodologia, o estudo foi desenvolvido a partir do método de pesquisa bibliográfica, em que foram selecionadas publicações de livre acesso na literatura científica sobre a temática do TEA e sobre práticas pedagógicas para o aluno autista. Foram considerados apenas estudos realizados no Brasil a partir do Banco de Dados Google acadêmico publicados entre os anos de 2019 e 2023. Foram elencadas três categorias: a formação docente inclusiva para o aluno autista, as práticas pedagógicas mais utilizadas, e as dificuldades enfrentas pelos professores nas escolas. Nos resultados, notou-se que os estudos relacionados à formação docente no processo de ensino e aprendizagem na perspectiva da inclusão de alunos com TEA nos anos finais do Ensino Fundamental e Médio ainda é incipiente. Os estudos privilegiam os processos formativos voltados às intervenções educacionais de crianças com autismo e pouco se encontrou sobre os anos finais de escolarização. No quesito práticas pedagógicas, predominam as metodologias que envolvem a análise das especificidades do educando e práticas inovadoras com uso de jogos e aparelhos tecnológicos.
A inclusão escolar de estudantes com TEa em Gravatá
(2022-01-20) Silva, Olga Eduarda Beserra; Melo, Maria Aparecida Vieira de; http://lattes.cnpq.br/6705733173478276; http://lattes.cnpq.br/4417070290566689
Jogos digitais como ferramenta de desenvolvimento de habilidades em crianças com Trantornos do Espectro Autista
(2022-02-18) Silva, Elton Martins; Diniz, Juliana Regueira Basto; http://lattes.cnpq.br/0175193064988810; http://lattes.cnpq.br/9388489442092206
The digital games market has grown a lot in the last years, with the production of games that have entertainment and fun as their main objective. Besides the common use, digital games have been gaining another visibility with educational purposes, benefiting society. This paper aims to explain how digital games can help in the construction of educational methodologies that will help in the cognitive development of children with autism spectrum disorder, showing the main available games developed and studied nowadays, their main technologies of use, and proposed benefits. These games can be used to improve educational methodologies that promote the inclusion of children with ASD in the school environment, through the development of motor, social, and cognitive skills. The ability to integrate this group into society has been increasing progressively these days, with the awareness of the population and also with the help of the development of new technologies. There is a certain advance when it comes to the development of teaching-learning techniques and methods for children with ASD. In this sense, technology is a powerful tool to improve teaching methodologies, since the challenges and barriers are still present in many moments. It is emphasized that it is essential to encourage new studies in the academic field, in conjunction with several areas to promote knowledge and proper direction of technological research, after all, technology is extremely comprehensive, and its resources should be used for the benefit of everyone in society.
O papel do professor e a inclusão escolar da criança autista
(2018-01-14) Pequeno, Almira Alice Alves; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/3979568113706261
In general, the Brazilian Educational Policy has promoted advances and setbacks, and in the case of inclusive politics, this reality is not different, since the normal and the pathological have always been immersed in a polarization regarding the understanding of what was rehabilitation and schooling. In the middle of this dichotomy the teacher's formation also had its impacts. Finding out how the school promotes the inclusion of autistic children in the full-time school pedagogical space was the general objective of this work. The methodology used was the case study, using a qualitative data collection, taking as a reference part of the inventory applied by Mendes in 2005 (Part A dedicated to the identification of participants and Part B with two categories: category 1: admission and reception of the child in the class and category 2: acceptance of the child with autism). The results pointed out that although the policy of inclusive education has offered advances, teachers' reports have pointed in the opposite direction, requiring more professional investment so that children can be welcomed and accepted in the educational space. It is necessary that the entrance and acceptance of the children with autism are in the planning in the school researched.
Teabot: Robô para treinamento de expressões faciais emocionais para pessoas com Transtorno do Espectro do Autismo
(2019) Santos, José Antônio Pedro dos; Souza, Ellen Polliana Ramos; http://lattes.cnpq.br/6593918610781356; http://lattes.cnpq.br/6708636452559673
Actually, there is one case of autism for every 110 people in the world, and it is estimatedthat in Brazil there are about 2 million individuals with autism. Autistic Spectrum Disorder ischaracterized by persistent deficits in social communication and social interaction in multiplecontexts; individuals with this disorder have difficulties in their emotional awareness, resultingin a condition that known as Alexithymia, characterized by the difficulty in identifying anddescribing feelings, this condition affects 50% of the autistic population. In this way, it ispossible to use treatments such as behavioral analysis, occupational therapies, speech therapist,physiotherapy, aimed to reducing the symptoms caused by this disorder. On the other hand, itis possible to see in the literature robots that is capable of interacting with autistic individuals,aiming at improving some specific skill of these people, these robots are called socially assistive.In this sense, this work aimed to develop an assistive social robot capable of training therecognition and representation of the six universal facial expressions in children and adolescentswith autism, and have difficulties in performing these expressions. The robot developed in thiswork have a non-humanoid characteristics, and still have audiovisual resources. All the physicaland logical components are controlled by a Raspberry Pi 3 and implemented a system to representthe six universal facial expressions, which incorporated the facial recognition system. Threedifferent versions of the robot were developed. Finally, two experiments were developed, witha total of 19 participants, in 19 days dedicated to the execution of the experiments, more than50 sessions were carried out with the participants, reaching a little more than 1000 minutes ofinteraction with the individuals and, captured more of 15 thousand images by two versions ofTEABot. Based on the analysis of the results obtained with the execution of the experiment,it became possible to identify that the participants presented greater difficulty in imitatingexpressions of sadness, anger, disgust and fear. According to the experiments carried out and theinformation collected with the parents of the participants, it became possible to gather evidencethat the TEABot robot is able to train facial expressions in people with difficulties in representingand recognizing these emotions.