Dificuldades motoras e de aprendizagem em crianças com baixo desempenho escolar

Abstract

O objetivo é verificar as dificuldades motoras e da aprendizagem em escolares com baixo desempenho escolar. Participaram da pesquisa 19 escolares, sendo oito meninos e onze meninas, com média de idade de 10,3 (± 1,20) anos de uma escola estadual, do município de São José/SC-BR. A seleção dos participantes ocorreu por meio da indicação dos professores, de alunos que apresentavam histórico de baixo desempenho escolar durante o semestre. Foram utilizados dois instrumentos de medida: a Movement Assessment Batery for Children e o Teste de Desempenho Escolar. Aproximadamente 20% das crianças apresentaram indicativo de dificuldades motoras e apenas uma criança não apresentou dificuldades de aprendizagem. Um número significante de crianças teve o indicativo de dificuldades de aprendizagem e problemas na coordenação motora. Sugere-se a realização de pesquisas que venham a explorar tanto a identificação de dificuldades desenvolvimentais, quanto programas de estimulação visando favorecer o bem estar, a qualidade de vida e a saúde de crianças com dificuldades de aprendizagem e motoras.

Concurrent validation of the MABC-2 and Developmental Coordination Disorder Questionnaire-BR

“…The study of motor development is a prerequisite for the full understanding of children's evolution, in which movement is an integral part of life 1 . Therefore, motor assessment is important and necessary in preschool individuals 2 and has been explored in several national [3][4][5][6][7] and international studies [8][9][10] .…”

Academic performance and bullying in socially vulnerable students

“…Similarly, in the investigation by Silva et al 19 also carried out in the metropolitan region of Florianopolis, Santa Catarina, Brazil, in a peripheral location, the results also showed no significant differences between genders. However, was a composite sample only for students with a learning disability.…”

“…2017; 27(1): [19][20][21][22][23][24][25][26][27] School performance and bullying in socially vulnerable students in terms of the quality of education offered to students, as well as other variables related to the external environment, such as socioeconomic status, access to other social resources, and the social and cultural context of the children and adolescents of school age 20 . Independent of the causes of the poor performance of the participants of this study, the total score in the lower level for SPT they showed denotes difficulties encountered in learning and mastering the school content, which can hamper their social mobility, which is to say, their ability to leave the vulnerable condition in which they find themselves 21 .…”

“…In Brazil, a survey of the prevalence of this type of violence carried out in 2002 showed that 40.5 per cent of a sample of 5,500 students were involved in bullying situations, with the profiles of victims (16.9%), bullies J Hum Growth Dev. 2017; 27(1): [19][20][21][22][23][24][25][26][27] School performance and bullying in socially vulnerable students (12.7%), and bully-victims (10.9%) 3 . In 2009, another national investigation identified its widespread occurrence, especially with regard to the testimony of those involved in bullying situations, since 70% of a group of 5,168 students reported having witnessed scenes of this phenomenon among their peers 4 .…”

Pesquisas brasileiras sobre o transtorno do desenvolvimento da coordenação: uma revisão à luz da teoria bioecológica

“…The study by Rocha et al (2016) found a correlation impairment of cognitive development of children with DCD when compared to children with typical development (Rocha et al, 2016). Although Silva et al (2012) found no significant relationship between learning disabilities and motor problems (with a sample size of only 19 children), there was significant comorbidity with ADHD (41.2% of children with DCD) in the study by Cardoso et al (2014).…”