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Autismo e equitação psico-educacional : os benefícios na adaptação escolar
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O autismo integra-se nas perturbações globais do desenvolvimento e carateriza-se por dificuldades a nível cognitivo, da comunicação (verbal e não-verbal), interação social, reciprocidade sócio-emocional, relações interpessoais e padrões de comportamentos, interesses e atividades restritos e estereotipados. Estas caraterísticas dificultam a aprendizagem em contexto escolar, pelo que as intervenções psico-educacionais são muito importantes para melhor inclusão do aluno na escola e no seio familiar.
De entre estas intervenções encontramos a Equitação Psico-Educacional que mostra trazer benefícios a nível das capacidades de comunicação e linguagem, comportamento, relações de afeto e interpessoais e competências cognitivas.
O objetivo desta investigação foi o de conhecer a perspetiva dos encarregados de educação e professores sobre o impacto da equitação psico-educacional a nível da inclusão, adaptação e desempenho em contexto escolar. Utilizou-se uma metodologia de estudos de casos múltiplos, num total de cinco casos, crianças/jovens com autismo que frequentam a Equitação Psico-Educacional, com idades entre os 6 e 14 anos com base em escalas e entrevistas sobre o desenvolvimento de competências e de envolvimento escolar construídos para verificar as mudanças ocorridas entre o início e o final da frequência da equitação.
Os resultados demonstraram existirem mudanças principalmente a nível dos domínios afetivo/emocional e social e comportamental, com algum impacto ao nível da comunicação e linguagem. Os encarregados de educação indicaram terem existido mudanças nesses mesmos domínios, tendo sido também essa a sua expetativa quando integraram o seu educando na intervenção.
Autism is a global developmental disorder and is characterized by difficulties at various levels: cognitive, communication (verbal and nonverbal), social interaction, social-emotional reciprocity, interpersonal relationships and patterns of behavior, stereotyped and restricted interests and activities. These characteristics diminish school learning, so the psycho-educational interventions are very important for better inclusion of students in school and in the family. Among these interventions Psycho-Educational Riding shows benefits in terms of communication and language skills, behavior, and interpersonal relationships, affective and cognitive skills. The objective of this research was to acknowledge the perspective of parents and teachers about the impact of psycho-educational riding the terms of inclusion, adaptation and performance in schools. We used a multiple case studies methodology, with a total of five cases, children / youngsters with autism attending Psycho-Educational Riding, aged between 6 and 14 years. The data collection was based on scales and interviews on skills development and school involvement constructed to verify the changes between the beginning and the end frequency of riding. The results showed that there were changes primarily on affective / emotional, and social and behavioral domains, with some impact on communication and language. Caregivers indicated that there were changes in the same areas, and was also his expectation that they integrated their student intervention.
Autism is a global developmental disorder and is characterized by difficulties at various levels: cognitive, communication (verbal and nonverbal), social interaction, social-emotional reciprocity, interpersonal relationships and patterns of behavior, stereotyped and restricted interests and activities. These characteristics diminish school learning, so the psycho-educational interventions are very important for better inclusion of students in school and in the family. Among these interventions Psycho-Educational Riding shows benefits in terms of communication and language skills, behavior, and interpersonal relationships, affective and cognitive skills. The objective of this research was to acknowledge the perspective of parents and teachers about the impact of psycho-educational riding the terms of inclusion, adaptation and performance in schools. We used a multiple case studies methodology, with a total of five cases, children / youngsters with autism attending Psycho-Educational Riding, aged between 6 and 14 years. The data collection was based on scales and interviews on skills development and school involvement constructed to verify the changes between the beginning and the end frequency of riding. The results showed that there were changes primarily on affective / emotional, and social and behavioral domains, with some impact on communication and language. Caregivers indicated that there were changes in the same areas, and was also his expectation that they integrated their student intervention.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2014
Palavras-chave
Autismo Equitação terapêutica Eficácia escolar Teses de mestrado - 2014