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.

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Biografia do Autor

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

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

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

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

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