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Advisor(s)
Abstract(s)
Este projeto, no âmbito do mestrado em Educação Especial da Escola Superior de Educação de Viseu, segue um Paradigma Construtivista (fenomenológico), inscrevendo-se numa metodologia de análise eminentemente qualitativa, procurando, a partir dos dados obtidos, estabelecer uma investigação que visa identificar as dificuldades presentes no dia- a dia das crianças com Perturbação do Espectro do Autismo (PEA) no âmbito do processamento sensorial relacionado com o som, e explorar a partir desta abordagem sensorial dinâmicas de inclusão. A nossa investigação é um estudo de caso, numa abordagem quase experimental, propondo envolver um grupo de alunos de uma turma do 1º ciclo do Ensino Básico da 3º classe tendo na sua constituição crianças com Pertubação do Espectro do Autismo (PEA) (amostra intencional, não probabilística). O objetivo com a aplicação desta recolha de dados passa por compreender os níveis de ruído/ poluição ambiental no contexto escolar, assim como perceber o processamento sensorial das crianças com PEA relativamente ao som, utilizando sensores de intensidade sonora de forma a que as crianças da turma possam experiênciar e atuar sobre o ruído em diferentes áreas e ambientes do contexto escolar, para assim desenvolver um conjunto de estratégias para melhorar a saúde ambiental na mesma, trabalhando para uma escola mais equitativa e inclusiva.
This academic research, within the scope of Special Education master’s thesis, in ESEV, follows a Constructivist Paradigm (phenomenological) and encompasses a qualitative method of analysis that focuses on investigating and identifying, based on the collected data, the main challenges and difficulties that children with Autism Spectrum Disorder (ASD) face every day, in what sensory processing related to sounds is concerned, then exploring inclusion dynamics. Our investigation is a case study with an experimental approach, involving a group of students in the 3rd grade of Primary School that include children with ASD (intentional, non-probabilistic sample). The aim of the research is to comprehend the levels of noise/ environmental pollution in the school context, and to understand the sensory processing of children with ASD regarding the sounds, by using sound intensity sensors. This way, these children can experience and act upon noise circumstances in school and other contexts, developing some strategies that benefit the environmental health, aiming at a more equative and inclusive school.
This academic research, within the scope of Special Education master’s thesis, in ESEV, follows a Constructivist Paradigm (phenomenological) and encompasses a qualitative method of analysis that focuses on investigating and identifying, based on the collected data, the main challenges and difficulties that children with Autism Spectrum Disorder (ASD) face every day, in what sensory processing related to sounds is concerned, then exploring inclusion dynamics. Our investigation is a case study with an experimental approach, involving a group of students in the 3rd grade of Primary School that include children with ASD (intentional, non-probabilistic sample). The aim of the research is to comprehend the levels of noise/ environmental pollution in the school context, and to understand the sensory processing of children with ASD regarding the sounds, by using sound intensity sensors. This way, these children can experience and act upon noise circumstances in school and other contexts, developing some strategies that benefit the environmental health, aiming at a more equative and inclusive school.
Description
Keywords
Perturbação do Espectro do Autismo Processamento Sensorial Saúde Ambiental Audição Inclusão Autism Spectrum Disorder (ASD) sensory processing environmental health hearing inclusion