Caracterização do desempenho escolar de adolescentes com provável Transtorno do Desenvolvimento da Coordenação

Abstract

Developmental Coordination Disorder (DCD) is a specific disorder of motor function that affects the activities of daily life and school life. Realizing how the disorder affects adolescents in their daily lives is of paramount importance so that we can help them deal with the growing demands of the school environment and the skills in writing, arithmetic and reading, providing opportunities for inclusive education and rights school inclusion and equity in education in the Amazonian context. The aim of this study was to characterize the school performance of adolescents with probable Developmental Coordination Disorder (pDCD) in the Amazonian context. Our specific objectives are to identify the levels of writing performance of adolescents with pDCD; identify reading performance levels of adolescents with pTDC; to identify performance levels in arithmetic of adolescents with pDCD. 26 adolescents, 16 girls and 10 boys, aged 11 to 14 years and 11 months old, previously identified with probable DCD, came from three schools, from the 6th to the 9th grade of Elementary School II of the State Education Network of Municipality of Manaus in Amazonas. The instrument chosen for data collection is the School Performance Test II, composed of three subtests: (1) writing; (2) reading and (3) arithmetic, to answer our specific goals. This is a descriptive research with a quantitative approach. To verify the normality of the data, the Shapiro Wilk test was used. This research identified the formation of four levels of performance (1) Severe deficit; (2) Alert / Moderate; (3) Medium performance and (4) Good performance, these different levels of performance reflect the heterogeneity of the condition of pDCD, which urgently requires intervention pedagogical and motor actions. We point to longitudinal studies and actions that promote school inclusion of adolescents with DCD.