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Abstract(s)
Introdução: A Perturbação de Hiperatividade e Défice de Atenção (PHDA) é a perturbação infantil mais diagnosticada e a que mais desafios coloca às escolas e aos professores; contudo, o conhecimento destes sobre a hiperatividade tem mostrado não ser suficiente para responder às diferentes necessidades educativas.
Objetivo: Conhecer as perceções dos professores do 1ºciclo do ensino regular sobre a identificação de comportamentos de alunos com PHDA e verificar se esta identificação coincide com a descrita no DSM-IV-TR.
Metodologia: Trata-se de um estudo qualitativo, transversal, de natureza fenomenológica. O período de recolha de informação decorreu entre Abril e Maio de 2012, através de entrevista semiestruturada, tendo os 10 participantes sido selecionados de forma intencional, procurando nos seus relatos a saturação da informação.
Resultados: Os dados mostram que os comportamentos identificados correspondem maioritariamente aos indicados na literatura científica, essencialmente no que se refere aos sintomas nucleares da PHDA, à desatenção, à hiperatividade e à impulsividade. Contudo, não são suficientes, pois revelam algumas lacunas, sobretudo ao nível do diagnóstico, do tratamento e das estratégias de intervenção.
Conclusão: Perante tais evidências, torna-se claro que, os professores necessitam de conhecimentos para avaliar comportamentos que causam maior perturbação em contexto escolar e que são a desatenção e a hiperatividade, refletindo-se estas tanto ao nível das aprendizagens e desempenho académico, como nas relações interpessoais, com implicações importantes na vida futura destas crianças.
Introduction: The Attention Deficit and the Hyperactivity Disruption (ADHD) is the most diagnosed childhood perturbation and the one which is most challenging for schools and teachers. However, the teachers’ knowledge about hyperactivity has been considered insufficient to answer the different educational needs. Aim: To know the primary school teachers’ perceptions about the behaviours of students with ADHD and to check out whether the behaviours are coincident with the defined characteristics in DSM-IV-TR. Methodology: This is a transversal qualitative study of phenomenological nature. The picking out information period took place between April and May 2012, through semi-structured interviews with 10 participants that were intentionally selected. This study looked for the saturation of information in the reports. Results: The results have shown that the identified behaviours match with the ones indicated in the scientific literature, regarding the ADHD symptoms, the absence of mind, the hyperactivity and the impulsivity. Nevertheless, the results aren´t enough, because they reveal some deficiency in terms of diagnosis, treatment and intervention strategies. Conclusion: This evidence has shown that the behaviours which cause more perturbations in school context are lack of attention and hyperactivity, with consequences in the academic performance and personal relationships of the children, and resulting in obvious future implications for their lives.
Introduction: The Attention Deficit and the Hyperactivity Disruption (ADHD) is the most diagnosed childhood perturbation and the one which is most challenging for schools and teachers. However, the teachers’ knowledge about hyperactivity has been considered insufficient to answer the different educational needs. Aim: To know the primary school teachers’ perceptions about the behaviours of students with ADHD and to check out whether the behaviours are coincident with the defined characteristics in DSM-IV-TR. Methodology: This is a transversal qualitative study of phenomenological nature. The picking out information period took place between April and May 2012, through semi-structured interviews with 10 participants that were intentionally selected. This study looked for the saturation of information in the reports. Results: The results have shown that the identified behaviours match with the ones indicated in the scientific literature, regarding the ADHD symptoms, the absence of mind, the hyperactivity and the impulsivity. Nevertheless, the results aren´t enough, because they reveal some deficiency in terms of diagnosis, treatment and intervention strategies. Conclusion: This evidence has shown that the behaviours which cause more perturbations in school context are lack of attention and hyperactivity, with consequences in the academic performance and personal relationships of the children, and resulting in obvious future implications for their lives.
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Keywords
Perturbação de Hiperatividade e Défice de Atenção Escola Inclusão Professor Perceção Attention Deficit Hyperactivity Disorder Teacher Perception Inclusion