Identificação de crianças com deficiência e/ou atraso no desenvolvimento: avaliação de professor na educação infantil CEI-UFGD Dourados/MS

Abstract

The present work seeks to collaborate with issues related to Special Education in Early Childhood Education with a view to identifying children considered disabled and / or retarded in development, enrolled in the CEI-UFGD, Dourados / MS, aged between four months and five years, starting of the following questions: how many and who are the children identified with deficiency and / or developmental delay in Early Childhood Education? What are the evaluation practices and procedures performed by the CEIMs of this Municipality from the suspicion of deficiency and / or development delay? How have evaluations been carried out? Thus, the general objective was to know the strategies used by teachers, to identify children with disabilities and / or developmental delays in the Early Childhood Education of the Municipality. The specific objectives were: To elaborate a semistructured protocol for children's development as an instrument for the evaluation and follow-up of children with disabilities and / or developmental delays, as well as to characterize children considered to be deficient and / or delayed in development identified by their teachers in the Center of Early Childhood Education CEI-UFGD of the Municipality of Dourados / MS. The study was carried out with 15 teachers. The instrument for data collection consisted of a semi-structured questionnaire (APPENDIX A) composed of three parts. The characterization of teachers followed by eight closed questions and five open questions. These questions address teachers' perceptions in the child's developmental process. Eighteen items are presented in the form of statements that address abilities in the areas of language, motor and social skills, which were assigned a value from zero to two points according to the skills presented, except for item D and L where the score at the end was inversely, because the affirmative points to the presence of inverse skills. The results were analyzed to the perception of the Human Development Ecological Theory proposed by Bronfenbrenner. Most teachers emphasize that impairments appear in areas of development of language skills and social skills that depending on the age range can mean marked impairment and may interfere with the acquisition of tools for problem solving and abstract thinking in the child's future development . We can still infer that the demand for children with disabilities and / or developmental delays enrolled in the Centers for Early Childhood Education has increased and according to the data collected, the teachers who work in the CEIMs have demonstrated difficulty in identifying them, in this sense the provision of specific training could help teachers identify and address this demand.