Identificação de provável transtorno do desenvolvimento da coordenação em escolares: primeiras inserções na região do Médio Amazonas à luz da educação inclusiva

Abstract

Developmental Coordination Disorder (DCD) negatively affects the acquisition and performance of motor skills. Difficulties in motor skills of stabilization, locomotion and manipulation are translated by slowness, clumsiness and/or ineptitude in performance, causing interference in activities of daily living and school life activities. The difficulty/inability to perform tasks common to school-age children can cause impairments in learning (such as writing, coloring), delay in the school year, negative feelings (frustration, anxiety, depression, among others), deprivation of participating in individual activities and/ or in a group. Our objective was to find out the prevalence of students with probable developmental coordination disorder (pDCD) in a municipality in the Middle Amazon region. Participated 200 students from the initial years between 7 and 10 years old, of both sexes, from three schools of the municipal teaching network of the city of Itacoatiara/AM. As data collection instruments, the Movement Assessment Battery for Children (MABC-2) and the MABC-2 Checklist were used. The results indicated that 24% were identified with the pTDC and 76% of the students did not show the pTDC indicator. Among the pTDC group, 16% of the investigated participants had moderate pDCD, while 8% had severe pTDC. Additionally, we identified in the group with pDCD a higher prevalence in males and at earlier ages (7 and 8 years old) in relation to more advanced ages (9 and 10 years old). Identifying the prevalence is the first step towards inclusion, through guidance and assistance to families and pedagogical actors to meet the specific educational needs of this population.