Navegando por Assunto "Transtorno do Espectro Autista-TEA"

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Educação matemática e transtorno do espectro autista (TEA): uma análise das pesquisas dos programas de pós-graduação da área de ensino.
(Universidade Federal do Pará, 2024-02-29) ATAIDE, Clarissa Raimundo de; SALES, Elielson Ribeiro de
People with disabilities, mental disorders, high abilities/giftedness, as a matter of right and duty, have been increasingly present in schools. It's relevant to say that in addition to embracing them by enrolling them, schools have been trying to include these students in regular classrooms, thus promoting better quality teaching and accessibility. In that regard, this research aims to present an overview of the analysis carried out in stricto sensu postgraduate programs in mathematics tutoring from 2011 to 2023 that address the teaching and learning process of students with Autism Spectrum Disorder (ASD) in mathematics classes. The general objective is to analyze the research of the stricto sensu postgraduate courses in the Mathematics Education Teaching Area, which address the development/process of teaching and learning in mathematics classes with students with Autism Spectrum Disorder (2011-2023). This is a bibliographical research, based on Lakatos and Marconi (2003). The database managed was the Sucupira Platform and the Brazilian Digital Library of Theses and Dissertations in Postgraduate Programs, with an emphasis on the words: "Autism", "Autistic", "ASD" and "Teaching Mathematics". The methodological approach is quantitative, based on Severino (2007) and Marconi and Lakatos (2003), both of which corroborate the aim of looking at works that have already been published. Considering the sources, that can be cartographic material, written press and others, this study considered the publication of theses and dissertations, resulting in 26 researches found, which served as support for characterizing the categories of analysis in this study. It should be stated that the surveys considered are only those consistent with the field of Mathematics Education and refer to the development/process of teaching and learning in Mathematics classes for students with ASD. Based on the results and discussions, it can be concluded that some studies are similar in terms of the same theoretical support, which is Vygotsky, as well as studies that make reference to Trends in Mathematics Education. The authors discuss concrete materials, manipulatives, Montessori materials, technological games, mathematical games, adaptations of activities and/or curricula and visual resources such as images. These studies predominantly discuss the inclusion of people with ASD in teaching and learning.
Acesso aberto (Open Access)
INTENSITEA Protocolo de exercício físico para funções executivas de universitários(as) com TEA
(Universidade Federal do Pará, 2021-08-10) SILVA, Adeline Oliveira da; GONÇALVES, Arlete Marinho; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
When we talking about students with ASD in higher education, the challenges tend to increase to (a) the heterogeneous characteristic of this group, in which each one reveals itself within a spectrum, with distinct characteristics and (b) little access to scientific information by teachers. This qualitative, applied and exploratory research aims to develop and validate a physical exercise protocol that stimulates executive functions of attention, inhibition and working memory in students with ASD, to be used by professionals who serve this public in higher education. The study consisted of four male participants, aged between 19 and 23 years, undergraduate students at the Federal University of Pará, Belém campus, who had a diagnosis of ASD or ASD with other associated comorbidities. Each student was invited to participate in three sessions of on line interventions through the Google Meet platform, the 1st session being aimed at explaining the research procedures to him and his guardian, the 2nd one consisted of the control session, in which the cognitive tests and viewing a 25-minute informative video. The 3rd session took place seven days after the 2nd session and the cognitive tests and 25 minutes of moderate-intensity physical exercises were performed. Each session lasted an average of 60 minutes. The activities validated by students with ASD contributed to the creation of the final research product, a physical exercise protocol that is presented in two formats: PDF document and MP4 video class. These two formats were also validated by a panel of experts composed of seven professionals, including pedagogues, occupational therapists, physical education and design, advertising, social media and marketing teachers. The Intensitea product is a didactic instructional basis for professionals who can use the protocol with students with ASD in higher education to improve performance in tasks that demand good functioning of attention, inhibition and working memory.