Educational and physical challenges of senior preschoolers with autism spectrum disorders

Ludmila Nikolayevna Voloshina; Shinkareva Lyudmila Vladimirovna; Olga Henrikhovna Galimskaya; Karina Yevgenyevna Panasenko

doi:10.22633/rpge.v26i00.17362

Autores

Ludmila Nikolayevna Voloshina Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0002-3799-0031
Shinkareva Lyudmila Vladimirovna Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0002-7168-7765
Olga Henrikhovna Galimskaya Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0002-8149-7009
Karina Yevgenyevna Panasenko Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia https://orcid.org/0000-0003-4883-0102

DOI:

https://doi.org/10.22633/rpge.v26i00.17362

Palavras-chave:

Desafios educacionais e físicos, Desenvolvimento cognitivo, Apoio pedagógico, Pré-escolares com ASD

Resumo

A relevância do problema apontado é confirmada pelo aumento do número de crianças com transtorno do espectro do autismo (TEA), pela necessidade de suporte pedagógico e pela efetividade de sua educação física e cognitiva na infância pré-escolar, considerando o nível de desenvolvimento das habilidades motoras e recursos pessoais. O objetivo do estudo é analisar os desafios educacionais e físicos de crianças em idade pré-escolar com transtornos do espectro do autismo. O material de pesquisa são os resultados do teste de 17 pré-escolares seniores com TEA (14 meninos e três meninas) que frequentam grupos compensatórios e combinados de instituições educacionais pré-escolares nº 12 e 15 em Belgorod. Nosso estudo revela problemas educacionais e físicos em crianças com TEA associados ao desenvolvimento cognitivo, à função de equilíbrio, à desregulação da atividade muscular e às dificuldades de direcionamento na execução de movimentos. As crianças, então, apresentam arbitrariedade reduzida e coordenação de movimentos prejudicada.

Downloads

Biografia do Autor

Ludmila Nikolayevna Voloshina, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

.

Shinkareva Lyudmila Vladimirovna, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

.

Olga Henrikhovna Galimskaya, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

.

Karina Yevgenyevna Panasenko, Federal State Autonomous Educational Institution of Higher Education “Belgorod State National Research University” (NRI BelSU), Belgorod, Russia

.

Referências

ANOKHIN, P. K. Essays on the physiology of functional systems. Kniga po trebovaniiu, 2013. 450 p.

BHAT, А. N. Motor impairment increases in children with autism spectrum disorder as a function of social communication, cognitive and functional impairment, repetitive behavior severity, and comorbid diagnoses: a spark study report. Autism research, [S. l.], v. 14, n. 1, p. 202-219, 2021. Available: http://onlinelibrary.wiley.com/doi/epdf/10.1002/aur.2453

BYSTROVA, T. Iu. Designing an educational environment for children with autism spectrum disorders: to the statement of the question. Bulletin of Ural Federal University. Ser. 1, Problems of education, science and culture, [S. l.], v. 1, n. 147, p. 168-174, 2016.

CHUMAKOVA, E. Iu. The value of teaching foreign languages and physical culture for children with signs of autism. Problems and prospects for the development of education in Russia, [S. l.], v. 45, p. 186-191. 2016.

DAKOPOLOS, A. J.; JAHROMI, L. B. Differences in sensory responses among children with autism spectrum disorder and typical development: Links to joint attention and social 56 competence. Infant and Child Development, [S. l.], v. 28, n. 1, 2019. DOI: 10.1002/icd.2117

DOMAN, G. Harmonious development of the child. Akvarium, 1996. 448 p.

GAVRILUSHKINA, O. P.; EGOROVA A. A. Game activity of preschoolers with intellectual disorders. Psychological science and education, [S. l.], v. 12, n. 5, p. 152-158, 2007.

GONZÁLEZ, O. H.; AMÂNDIO, J. P.; ANTÓNIO, A. Education and socialization of children with autism spectrum disorder: an approach to the role of the teacher. Revista Internacional de Apoyo a la Inclusion, Logopedia, Sociedad y Muiticulturulidad, [S. l.], v. 6, n. 3, 2020.

GRASHCHENKOVA, N. S.; LIEBLING, M. M. The development of the communication ability in preschoolers with autism spectrum disorders in group "face to face" communication games. Clinical and special psychology, [S. l.], v. 10, n. 1, p. 15-35, 2021.

GREENSPAN, S. I.; WIEDER, S. Engaging Autism: Using the Floortime approach to help children relate, communicate, and think. Cambridge, MA: Da Capo Press, 2009. 448 p.

HARRIS, S. L.; HANDLEMAN, J. S.; KRISTOFF, B.; BASS, L.; GORDON, R. Changes in language development among autistic and peer children in segregated and al integrated preschool settings. Journal of Autism and Developmental Disorders, [S. l.], v. 20, p. 23-31, 1991.

HO, T. Q.; GADKE, L.D., et al. The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder. Research in Autism Spectrum Discorders, [S. l.], v. 58, p. 83-95, 2019. DOI: 10.1016/j.rasd.2018.09.004

KAHJOOGH, M. A.; PSIHYAREH, E.; GHARAMALEKI, F. et al. The Son-Rise Programme: an intervention to improve social interaction in children with autism spectrum disorder. International Journal of Therapy and Rehabilitation, [S. l.], v. 27, p. 5, p. 1-8, 2020.

KHAUSTOV, A. V.; SHUMSKIKH, M. A. Dynamics in the development of the education system of children with autism spectrum disorders in Russia: results of the All-Russian monitoring 2020. Autism and Developmental Disorders, [S. l.], v. 19, n. 1, p. 4-11, 2021.

KOEGEL, L. K.; VERNON, T. et al. Improving Social Engagement and Initiations Between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings. Autism Spectrum Disorders, [S. l.], v. 14, n. 4, p. 220-227, 2012.

KRISHTAL, M. (Slepian). Ode to Physical Education, or Why Sports are Necessary in a Comprehensive Program for Children with Autism. Autism and Developmental Disorders, [S. l.], v. 16, n. 1, p. 61-68, 2018.

LANG, R.; KOEGEL, L. K.; ASHBAUGH, K.; REGESTER, A.; ENCE, W.; SMITH, W. Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, [S. l.], v. 4, p. 565-574, 2010.

LEBEDINSKAIA, K. S.; NIKOLSKAYA, O. S.; BAENSKAYA, E. R. et al. Children with communication disorders: early childhood autism. Prosveshchenie. 1989. 92 p.

LEONTIEV, A. N. Activity. Creation. Personality: textbook. Academy. 2005. 352 p.

MUNDY, P. Joint attention and social-emotional approach behavior in children with autism. Development and Psychopathology, [S. l.], v. 7, p. 63-82, 1995.

NESTEROVA, A. A.; AISINA, R. M.; SUSLOVA, T. F. Model of socialization support for children with autism spectrum disorder (ASD): comprehensive and interdisciplinary approaches. Education and Science, [S. l.], v. 2, n. 131, p. 121-31, 2016.

PLASKUNOVA, E.V. Organization of correctional and developmental education of children with autism spectrum disorders on the example of adaptive physical education. Psychological and pedagogical research, [S. l.], v. 3, p. 120-130, 2012.

RUBINSTEIN, S. L. Fundamentals of general psychology, St.P.: Piter, 2000. p. 712.

SCHAROUN, S.; REINDERS, N.; BRYDEN, P.; FLETCHER, P. Dance/Movement Therapy as an Intervention for Children with Autism Spectrum Disorders. American Jornal of Dance Therapy, [S. l.], v. 36, p. 209-228, 2014.

SOLOMKO, A. D. Formation of play skills and emotional-perceptual sphere in children of 5-7 years old with autism spectrum disorders by means of physical education: Author’s abstract of Cand. ped. Sciences: 13.00.04. Krasnodar, 2012. 23 p.

SOWA, M.; MEULENBROEK, R. Effects of physical exercise on Autism Spectrum Disorders: A meta-analysis. Research in Autism Spectrum Disorders, [S. l.], v. 6, p. 46-57, 2012.

STAVROU, K.; TSIMARAS, V.; ALEVRIDOU, A.; GREGORIADIS, A. The effect of an exercise program on communication and behavior of a child with Autism Spectrum Disorder. Pedagogics, Psychology, Medical-Biological Problems of Physical Training and Sports, [S. l.], v. 22, p. 99-106, 2018.

STEFFENBURG, H.; STEFFENBURG, S.; GILLBERG, C.; BILLSTEDT, E. Children with autism spectrum disorders and selective mutism. Dis Treat, v. 14, p. 1163-1169, 2018.

TYLER, K.; MACDONALD M.; MENEAR K. Physical activity and physical fitness of school-aged children and youth with autism spectrum disorders. Autism Research аnd Treatment, [S. l.], 2014.

VARNOCK, M. Special educational needs a new perspective. Philosophy of the British Education Society. 2005. Available: https://www.specialeducationalneeds.co.ur/warnock--sen.html

VYGOTSKII, L. S. Collected works: in 6 volumes. History of the development of higher mental functions. Problems of the mental development. M.: Pedagogy, 1983. 368 p.

WEI, X.; WAGNER, M.; CHISTIANO, E. R. A.; SHATTUCK, P.; YU, J.W. Special education services received by students with autism spectrum disorders from preschool through high school. The Journal of special education, [S. l.], v. 48, n. 3, p. 167-179, 2014.