Impatto delle disfunzioni dell'integrazione sensoriale sulla partecipazione scolastica dei bambini con disturbo dello spettro autistico: una revisione di scoping

Autori

DOI:

https://doi.org/10.5902/1984686X85765

Parole chiave:

Disturbo dello spettro autistico, integrazione sensoriale, Formazione scolastica

Abstract

Molti bambini con disturbo dello spettro autistico presentano disfunzioni di integrazione sensoriale che interferiscono con le loro attività quotidiane e la socializzazione. L’obiettivo di questo studio era quello di mappare le evidenze esistenti in letteratura sull’impatto dei disturbi dell’integrazione sensoriale sulla partecipazione scolastica dei bambini con disturbo dello spettro autistico. È stata effettuata una revisione dell'ambito basata sul protocollo PRISMA. Il processo di ricerca e selezione degli articoli si è svolto sul portale della rivista CAPES. L'analisi dei dati è stata effettuata da due ricercatori in modo indipendente. Dopo il processo di ricerca, selezione e analisi, per la presente revisione sono stati inclusi 28 studi. Tutti gli studi hanno mostrato cambiamenti nell’elaborazione sensoriale nei bambini con disturbo dello spettro autistico. I cambiamenti sensoriali hanno avuto un impatto su diversi aspetti della partecipazione scolastica, tuttavia, gli studi hanno utilizzato solo questionari genitoriali o educatori per valutare l’elaborazione sensoriale. Sono necessari più studi che utilizzino valutazioni standardizzate direttamente con i bambini per identificare diversi modelli di disfunzioni dell’integrazione sensoriale e il loro impatto sulla partecipazione scolastica.

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Biografie autore

Karina Stella Aoki Ferreira, Universidade Federal do Paraná

Graduada em Terapia Ocupacional pela Universidade Federal do Paraná (2009). Doutoranda em Educação: Cognição, Aprendizagem e Desenvolvimento Humano (UFPR). Mestre em Educação Física - Atividade Física e Saúde (UFPR). Pós graduação Lato Sensu em Psicomotricidade. Formação no Conceito Neuroevolutivo Bobath. Formação em Transtorno do Espectro Autista. Pós graduação Lato Sensu em Análise do Comportamento Aplicada (Instituto de Educação e Análise do Comportamento). Formação em ABA e estratégias naturalistas de intervenção. Certificação Internacional em Integração Sensorial de Ayres. Certificada para a aplicação do Teste de Screening de Desenvolvimento Denver II. Atua como terapeuta ocupacional na Clínica-Escola de Terapia Ocupacional da Universidade Federal do Paraná na supervisão de estágios na área de Desenvolvimento Infantil e atendimentos a crianças com Transtorno do Espectro Autista.

Milton Carlos Mariotti, Universidade Federal do Paraná

Atualmente é docente e pesquisador do Programa de Pós-Graduação em Educação PPGE da UFPR na linha de pesquisa Cognição, aprendizagem e desenvolvimento humano. Doutor em Ciências da Saúde pela UFPR (2009). Mestre em Educação pela UFPR (1999). Graduado em Terapia Ocupacional pela PUCCampinas (1981). Professor do Departamento de Terapia Ocupacional do Setor de Ciências da Saúde da Universidade Federal do Paraná (UFPR) desde 2000. Desempenhou as funções de Coordenador do Curso de Especialização em Terapia Ocupacional em Saúde Mental da Universidade Tuiuti do PR de 2001 a 2003, de Coordenador do Curso de Graduação em Terapia Ocupacional da UFPR de 2004 a 2008. Foi Chefe fundador do Departamento de Terapia Ocupacional da UFPR de 2009 a 2011. Possui experiência clínica, docente e como pesquisador nas áreas de Terapia Ocupacional em Saúde Mental, Insuficiência Renal Crônica, Educação Superior, Gestão de Serviços de Terapia Ocupacional e de Cursos de Graduação e Pós-Graduação para Terapeutas Ocupacionais.

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Pubblicato

2024-07-09

Come citare

Ferreira, K. S. A., & Mariotti, M. C. (2024). Impatto delle disfunzioni dell’integrazione sensoriale sulla partecipazione scolastica dei bambini con disturbo dello spettro autistico: una revisione di scoping. Revista Educação Especial, 37(1), e24/1–34. https://doi.org/10.5902/1984686X85765

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v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua

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Revisão de literatura/Estudo teórico

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Copyright (c) 2024 Revista Educação Especial

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