Avaliação do potencial de aprendizagem em crianças com Síndrome de Williams-Beuren

• Ano de defesa: 2020
• Autor(a) principal: Azevedo, Rosemeire Quilante
• Orientador(a): Freire, Regina Maria Ayres de Camargo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Fonoaudiologia
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Williams, Síndrome de; Aprendizagem cognitiva; Incapacidade intelectual; Crianças com deficiência - Educação
• Palavras-chave em Inglês: Williams syndrome; Cognitive learning; Stupidity; Children with disabilities - Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
• Link de acesso: https://tede2.pucsp.br/handle/handle/23116

Introduction: The National Policy of Special Education was elaborated according to the precepts of a school in which each student has the possibility to learn, starting from its potentialities. Objectives: To verify the learning potential of three children with Williams-Beuren Syndrome and to contribute to their access to the school curriculum. Methods: This is an exploratory qualitative research in a case study format, conducted with three children diagnosed with Williams-Beuren Syndrome, male and female, aged between 6 and 13 years, registered with the Brazilian Association of Syndrome. Williams (ABSW). An assisted evaluation was performed, consisting of three phases: initial phase without the evaluator's help (pre-test), assisted mediation phase and unaided maintenance phase (post-test). Two assessment instruments were used: the Token Test and the Audibility Test. Data analysis consisted of comparing the results of the evaluations before and after the mediation phase, correlating with Feuerstein's table of cognitive functions. Results: The subjects showed improvement in task performance after the mediation phase, demonstrating that they have a learning potential that can be stimulated. Conclusion: Assisted assessment was considered an effective instrument to identify impaired cognitive functions and learning potential of subjects, contributing to intervention and access to school curriculum