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Advisor(s)
Abstract(s)
A PHDA configura uma perturbação do comportamento que se caracteriza por um estado de hiperatividade, impulsividade e défice de atenção, influenciando diversos âmbitos da vida das crianças e dos jovens, nomeadamente no que diz respeito ao seu percurso escolar. As crianças e jovens portadores de PHDA revelam dificuldades na aprendizagem, problemas no relacionamento social e lacunas no cumprimento de regras e de normas impostas pela sociedade. As pessoas que se relacionam com estes indivíduos também acabam por ser influenciadas, pois estão sujeitas a situações de stress acentuado, especialmente as famílias e os professores co quem lidam diariamente.
A utilização de medicamentos já não é considerada como a melhor forma de atuação. Deixou de constituir o único método de intervenção na PHDA, para ser combinada com outros métodos, a fim de se alcançarem mais e melhores resultados. Da intervenção necessária, dá-se especial destaque à intervenção escolar, passando por uma ação conjunta de uma equipa multidisciplinar, em que pais, professores, técnicos e médicos possam conjugar medidas e que estratégias que resultem em melhorias em todas as áreas da vida destes jovens.
O presente estudo pretendeu aferir os conhecimentos dos professores relativos à PHDA, às estratégias de intervenção em contexto de sala de aula e ao nível de satisfação com os resultados obtidos. Concluiu-se que, regra geral, o conhecimento resulta de uma procura pessoal e da prática/experiência diária com os casos concretos, agindo de forma mais intuitiva do que através de orientação da ciência, intervindo com estratégias e instrumentos diversificados, alcançando resultados que consideram satisfatórios, nomeadamente no plano pessoal. No entanto, urge encontrar formação adequada para ligar com estes comportamentos, de forma a que os professores e os alunos em causa possam obter um sucesso em todas as vertentes da vida, com vista à plena inclusão social e educativa.
The ADHD constitutes a disturbance of behaviour which is characterized by a state of hyperactivity, impulsivity and attention deficit, influencing many aspects of the lives of children and young people, in particular their schooling path. Children and adolescents with ADHD reveal difficulties in learning, problems in social relationships and difficulties in following rules imposed by society. People who are related to these individuals usually end up being affected, as they are subject to severe stress situations, especially families and teachers who deal with adolescents with ADHD on daily basis. The use of drugs is no longer regarded as the best form of action. This method isn’t anymore the only method of intervention in ADHD and is now applied in combination with other methods in order to achieve more and better results. The necessary intervention emphasis on school intervention through a joint effort of a multidisciplinary team, in which parents, teachers and doctors can combine measures and strategies that result in improvements in all areas of these young people’s lives . This study aimed to assess teachers’ knowledge concerning ADHD and their knowledge about intervention strategies applied in classroom context and the level of teacher’s satisfaction with the obtained results after applying these intervention strategies. It was concluded that, in general, knowledge results from a personal search and practice / daily experience with concrete cases, acting more on intuition rather than on scientific guidance, intervening with strategies and diversified instruments, achieving satisfying results, particularly on a personal level. However, it is urgent to find adequate training to connect with these behaviours, so that teachers and students can achieve success in all aspects of life, aiming for a complete social and educational inclusion.
The ADHD constitutes a disturbance of behaviour which is characterized by a state of hyperactivity, impulsivity and attention deficit, influencing many aspects of the lives of children and young people, in particular their schooling path. Children and adolescents with ADHD reveal difficulties in learning, problems in social relationships and difficulties in following rules imposed by society. People who are related to these individuals usually end up being affected, as they are subject to severe stress situations, especially families and teachers who deal with adolescents with ADHD on daily basis. The use of drugs is no longer regarded as the best form of action. This method isn’t anymore the only method of intervention in ADHD and is now applied in combination with other methods in order to achieve more and better results. The necessary intervention emphasis on school intervention through a joint effort of a multidisciplinary team, in which parents, teachers and doctors can combine measures and strategies that result in improvements in all areas of these young people’s lives . This study aimed to assess teachers’ knowledge concerning ADHD and their knowledge about intervention strategies applied in classroom context and the level of teacher’s satisfaction with the obtained results after applying these intervention strategies. It was concluded that, in general, knowledge results from a personal search and practice / daily experience with concrete cases, acting more on intuition rather than on scientific guidance, intervening with strategies and diversified instruments, achieving satisfying results, particularly on a personal level. However, it is urgent to find adequate training to connect with these behaviours, so that teachers and students can achieve success in all aspects of life, aiming for a complete social and educational inclusion.
Description
Keywords
Estratégias Hiperatividade Inclusão Intervenção Phda