Caracterização do desempenho escolar de crianças com provável transtorno do desenvolvimento da coordenação

Abstract

The inclusive school ensures access and retention of students, regardless of their educational needs, either, cognitive, and sensory or motor. Our objective was to characterize the academic performance of children identified with pDCD in the Amazon region and in view of inclusive education. It is a retrospective study with cross descriptive characteristic. Participated 54 children previously identified with probable Developmental Coordination Disorde (pDCD), 24 girls and 30 boys between 8 and 12 years old, from nineteen (19) elementary schools I and II of basic education Manaus city schools in the municipal and state -AM. Data were collected through the Academic Performance Test (APT). The results showed that the subtest Reading 38 (70, 37%) children showed performance equal or less than the average low and 16 (29.63%) performance equal to or above average. Writing in 45 children (83.33%) had lower performance and only 7 (11.11%) had equal or above average performance. In Arithmetic, 27 children (50%) showed performance equal to or lower than average and 27 infants (50%) of the average to above. Overall performance identified 37 children (68.52%) and underperformed the average for the school year, 13 children (24.07%) with average performance and only 4 (7.40%) with above average performance. We conclude that, most children with pDCD have impairments in their school performance directly affects the skills of reading, writing and arithmetic. We believe it is fundamental to identify the academic performance and recognition of children pDCD in the school environment, since it is in this environment that they spend most of their day interacting with their peers. On the other hand, ignorance and neglect in caring for this population, leads to exclusion and, later, the self-exclusion crucial school activities for their full development. Therefore, considering the reality in the Amazonian context, we reiterate the essential to include children with pDCD by providing an environment that meets their educational needs so that their differences are respected and through new methodologies and different resources, can achieve their goals school, concernindo in an educational inclusion. It is in this environment that they spend most of their day interacting with their peers. On the other hand, ignorance and neglect in caring for this population, leads to exclusion and, later, the self-exclusion crucial school activities for their full development. Therefore, considering the reality in the Amazonian context, we reiterate the essential to include children with pDCD by providing an environment that meets their educational needs so that their differences are respected and through new methodologies and different resources, can achieve their goals school, concernindo in an educational inclusion. It is in this environment that they spend most of their day interacting with their peers. On the other hand, ignorance and neglect in caring for this population, leads to exclusion and, later, the self-exclusion crucial school activities for their full development. Therefore, considering the reality in the Amazonian context, we reiterate the essential to include children with pDCD by providing an environment that meets their educational needs so that their differences are respected and through new methodologies and different resources, can achieve their goals school, concernindo in an educational inclusion. the self-exclusion crucial school activities for their full development. Therefore, considering the reality in the Amazonian context, we reiterate the essential to include children with pDCD by providing an environment that meets their educational needs so that their differences are respected and through new methodologies and different resources, can achieve their goals school, concernindo in an educational inclusion. the self-exclusion crucial school activities for their full development. Therefore, considering the reality in the Amazonian context, we reiterate the essential to include children with pDCD by providing an environment that meets their educational needs so that their differences are respected and through new methodologies and different resources, can achieve their goals school, concernindo in an educational inclusion.

Key words: Developmental Coordination Disorder. School performance. Inclusive education. Amazon context.