Tag Archives: déficit de atenção

Common beliefs about dyslexia

Dyslexia is primarily a language-based reading disability, not a visual-based disability.

Research has shown that people with dyslexia are more likely to have children with dyslexia. A child with one parent with dyslexia is about 40% to 60% likely to have dyslexia themselves.

In dyslexia identification there are clear and well-defined cut-off points. An individual either has dyslexia or not.

Because the core difficulties associated with dyslexia are related to how the individual sounds of language are processed in the brain, and not visual perception, coloured overlays do not improve reading accuracy or comprehension for dyslexic students. Research evidence shows no significant benefit in terms of objectively measurable reading gains when using colored overlays despite the fact that many dyslexic students report that they find them useful.

People with dyslexia have difficulties with processing and manipulating the smallest sounds of language, called phonemes. Research shows that, in students with dyslexia, the part of the brain that processes those sounds and connects those sounds to letters is under-activated as compared with typically developing readers. People with dyslexia also perform more poorly on tasks that require analyzing, synthesizing, and manipulating phonemes.

There is no scientific evidence that seeing letters and words backwards is a characteristic of dyslexia.

There is a significant and pronounced difference between males and females when it comes to ‘identified’ dyslexia and reading difficulties. There are a number of reasons for this, one of them is that females and males use different behavioural and emotional compensation techniques and react differently when faced with these challenges. Therefore boys are more easily identified as dyslexic in school settings. When researchers identify dyslexia in the general population, there is less pronounced difference between males and females in the prevalence of dyslexia. Researchers examined gender differences based on the variation in reading abilities among males and females. They found that males show more variability and depending on the cut-off point for identifying dyslexia, indeed there might be more male than female dyslexics (Hawke, J. L., Olson, R. K., Willcut, E. G., Wadsworth, S. J., & DeFries, J. C. (2009). Gender ratios for reading difficulties. Dyslexia, 15(3), 239-242.)

This statement might be true although research evidence is often contradictory on this question.

Research suggests that there are significantly more dyslexic individuals among art students than non-dyslexic ones (Wolff, U., & Lundberg, I. (2002). The prevalence of dyslexia among art students. Dyslexia, 8(1), 34-42). There is also neuroimaging evidence that shows that lower reading skill is associated with a visuospatial processing advantage (Diehl, J. J., Frost, S. J., Sherman, G., Mencl, W. E., Kurian, A., Molfese, P., … & Pugh, K. R. (2014). Neural correlates of language and non-language visuospatial processing in adolescents with reading disability. NeuroImage, 101, 653-666). However, some studies have found that the visuospatial superiority is more apparent in dyslexic men than women (Brunswick, N., Martin, G. N., & Marzano, L. (2010). Visuospatial superiority in developmental dyslexia: Myth or reality?. Learning and Individual Differences, 20(5), 421-426.)

Because dyslexia is caused by difficulties with processing individual sounds of language in the brain, researchers know that effective instruction includes explicit and systematic instruction in phonemic awareness (practice manipulating the individual sounds in our language) and phonics (practice connecting those individual sounds, or phonemes, to letters). There are no scientifically proven benefits of eye-tracking exercises.

Source: https://www.futurelearn.com/courses/dyslexia/8/steps/1399907

Entenda Sobre Déficit de Atenção

O que é Déficit de Atenção? Será esse o problema de seu Filho?

Isso não e um bicho de sete cabeças

 Conheça mais do problema e saiba como proceder sem deixar que ele atrapalhe o desenvolvimento da turma

 Agitação durante a aula, falta de atenção, problemas com os colegas, desorganização com o material escolar, tarefas inacabadas. Esses são alguns sinais que o aluno pode sofrer de TDAH, o transtorno do déficit de atenção com hiperatividade, um transtorno neurobiológico de causa genética que pode atrapalhar o desempenho escolar de todos os alunos.

“Identificar o TDAH não e tão simples como parece: algumas crianças manifestam apenas as características de distração, esquecimento e lentidão, sem demonstrar hiperatividade”, afirma Cacilda Amorin, psicóloga, psicoterapeuta comportamental e diretora do IPDA, instituto paulista de déficit de atenção. Ela alerta que essas crianças nem sempre chamam atenção em sala de aula às vezes passam despercebida. ”Todas as crianças têm pelo menos uma dessas características, especialmente as menores. É preciso tomar cuidado para não colocar rótulos quando se trata de um transtorno”, diz.

 O que ela pode causar?

 Uma criança com TDAH tem as mesmas habilidades e competências que os outros alunos. O que o professor deve saber antes de tudo é que não se trata de uma incapacidade de aprendizagem da criança, mas sim de um transtorno de atenção, o que faz com que elas não tenham um comportamento coerente com os outros alunos e tenha dificuldades de acompanhar o conteúdo ministrado em sala de aula.

Na escola, esse déficit de atenção, quando age em conjunto com a hiperatividade em algumas crianças, pode influenciar diretamente a dinâmica das aulas, prejudicando o desempenho dos outros alunos. Nesses casos a criança acaba se tornando um ponto permanente de dispersão para a classe, além de aumentar a possibilidade de estabelecer um vínculo negativo com o professor.

 Como identificar?

 O TDAH pode ser verificado por meio da observação atenta do comportamento e da dinâmica que as aulas adquirem na interação com os alunos. Crianças muito agitadas, que não concluem as tarefas, frequentemente deixam questões em branco e não estudam com antecedência podem estar sofrendo com o transtorno. Comportamentos muito discrepantes para alunos de uma mesma idade podem significar um déficit de atenção, mas podem também ter outras origens como a dislexia, problemas emocionais ou déficits na alfabetização.

É recomendável ter bastante cautela, antess de estabelecer mudanças em relação à distúrbios  causados pelo transtorno.

 O que fazer?

 Uma vez que existam sintomas do TDAH e que se verifique uma interferência no desempenho escolar causado pelo transtorno, o professor deve em primeiro lugar recorrer ao psicólogo da escola ou coordenador pedagógico. Eles poderão ajudar a decidir a maneira mais adequada de lidar com a turma. Em conjunto com a coordenação da instituição, o professor pode seguir algumas orientações básicas que servirão para reduzir o TDAH no desempenho do aluno em sala de aula:

Localização da carteira na sala: longe da portas e das janelas e mais próximo do professor. Não precisa ser obrigatoriamente na primeira fila.

Monitore a realização dos trabalhos, atividades e especialmente agenda: dar tempo extra, copiar a lição na agenda se for o caso chamar atenção em caso de distração são algumas medidas.

Reduza a quantidade de tarefas, se necessário, para que ele consiga realizar: construa uma história de sucesso.

Em provas, confira ao recebê-las: cheque se há questões em branco, mostre o que ele poderia refazer ou tentar melhorar.

Valorize os pontos positivos e combine consequências em caso de não cumprimento.

Nunca critique a criança, somente o comportamento indesejado.

Valorize o esforço, não os resultados.

 Fonte: Texto da Revista Guia Prático para Professores do Ensino Fundamental 1 por Luciano Vanderley adaptado por Paula Lyra 

 dscn04171.jpgIn English 

Attention deficit is not rocket science

  Know more of the problem and know how to proceed without letting it hinder the development of class

  Agitation during class, inattention, problems with colleagues, disorganization with school supplies, unfinished tasks. These are some signs that a student may suffer from ADHD, the disorder Attention-deficit hyperactivity disorder, a neurobiological disorder of genetic origin which can hinder the academic performance of all students.

“Identifying ADHD is not as simple as it sounds: just some children manifest the characteristics of distraction, forgetfulness and slow, no show hyperactivity,” says Cacilda Amorin, psychologist, behavioral psychotherapist and director of the IPDA, São Paulo Institute of attention deficit, Brazil. She warns that these children do not always draw attention in class sometimes go unnoticed. “All children have at least one of these features, especially smaller ones. Care must be taken not to put labels when it is a disorder, “he says.

  What can it cause?

  A child with ADHD has the same abilities and skills than other students. What teachers should know first of all is that it is not a learning disability of the child, but an attention disorder, which causes them to not have a coherent behavior with other students and has difficulties to follow content taught in the classroom.

At school, this attention deficit, when acting together with hyperactivity in some children, can directly influence the dynamics of the classes, harming the performance of other students. In these cases the child ends up  permanently dispersal from the group, as well as increasing the possibility of establishing a negative relationship with the teacher.

  How to identify?

  ADHD can be verified through careful observation of the behavior and dynamics that classes get in the interaction with students. Very restless children, who do not complete the tasks, often leave questions blank and do not study in advance may be suffering from the disorder. Very disparate behaviors to students of the same age can mean a deficit of attention, but can also have other causes such as dyslexia, emotional problems or deficits in literacy.

It is recommended extreme caution Andes to establish changes in relation to the disturbances caused by the disorder.

  What to do?

  Since there are symptoms of ADHD and there is a school performance interference caused by the disorder, the teacher must first appeal to the school psychologist or educational coordinator. They can help you decide the most appropriate way to deal with the group. In conjunction with other experts, the teacher can follow some basic guidelines that will serve to reduce ADHD in student achievement in the classroom:

Location of the classroom chair in the room: away from doors and windows and the nearest teacher. Need not necessarily be in the front row.

Monitor the execution of the work, activities and especially schedule to give extra time to copy the lesson on the agenda if necessary draw attention in case of distraction are some measures.

Reduce the amount of tasks, if necessary, so that he can accomplish – build a success story.

In evidence, check to receive them – check if there are questions blank, show what he could redo or try to improve.

Appreciate the positives and combine consequences in case of non-compliance.

Never criticize the child, only the undesired behavior.

Appreciate the effort, not the results.

  Source: Text of the journal Practical Guide for Teachers of Elementary School 1 (Brazil) by Luciano Vanderlay adapted by Paula Lyra Homework