Estratégias & tecnologias digitais para a integração do Autismo

The number of people with Autism spectrum disorders is increasing significantly. The purpose of this literature review is to contribute to the integration of autistic people in the educational context with the help of technological means. Educators' views on the education they should provide to students so that autistic people feel accepted by their peers and have equal and inclusive opportunities are listed. People on the Autism spectrum have difficulties in important pillars such as communication, memory, and attention. Strategies are presented for teachers to achieve the inclusion of students and the role of assistive technology, and its benefits are identified for people with Autism with the main benefit being the improvement of communication skills, the improvement of organization activities, memory, and attention.El número de personas con trastornos del espectro autista está aumentando significativamente. El objetivo de esta revisión bibliográfica fue contribuir a la integración de las personas autistas en el contexto educativo con la ayuda de medios tecnológicos. Se enumeran las opiniones de los educadores sobre la educación que deben ofrecer a los alumnos para que las personas autistas se sientan aceptadas por sus compañeros y tengan oportunidades equitativas e inclusivas. Las personas en el espectro del autismo tienen dificultades con pilares importantes como la comunicación, la memoria y la atención. Se presentan estrategias para que los docentes logren la inclusión de los estudiantes y el rol de la tecnología asistiva, y se identifican sus beneficios para las personas con autismo, siendo el principal beneficio la mejora de las habilidades comunicativas, la mejora de las actividades de organización, memoria y atención.O número de pessoas com transtornos do espectro do Autismo está aumentando significativamente. O objetivo desta revisão de literatura foi contribuir para a integração de pessoas autistas no contexto educacional com o auxílio de meios tecnológicos. São listadas as opiniões dos educadores sobre a educação que devem oferecer aos alunos para que os autistas se sintam aceitos por seus pares e tenham oportunidades iguais e inclusivas. As pessoas no espectro do Autismo apresentam dificuldades em pilares importantes como comunicação, memória e atenção. São apresentadas estratégias para os professores conseguirem a inclusão dos alunos e o papel da tecnologia assistiva, e são identificados seus benefícios para pessoas com autismo sendo o principal benefício, a melhora das habilidades de comunicação, a melhora das atividades de organização, memória e atenção

Sociabilidade: A chave para o transtorno do processamento sensorial

Social communication and sensory processing disorder are two factors that interact with each other and the difficulties they find in them impact on different neurodevelopmental disorders such as autism. More specifically, sociability is shown to play a key role in dealing with sensory processing difficulties and the interventions related to it can be implemented in a school setting as well within a therapeutic setting and even at home. The design of these interventions with a focus on sociability aims on the one hand to reduce sensory difficulties and on the other hand to provide meaningful communication when working with children with autism or severe or generalized learning difficulties. This article’s goal is to compile research findings regarding the impact of sociability on children with sensory difficulties through a literature review. Specifically, many interventions with pillars the social communication have been studied to help children with autism and other syndromes The outcomes demonstrated a direct link between sociability and sensory processing disorder with interventions and therapeutic programs implemented in many nations with favorable outcomes in many facets of how children with these issues behave. One of the most effective interventions that helps are Intensive Interaction with high contribution to the sensory regulation of children mainly with autism. Students with neurodevelopmental problems were the samples for the interventions' participants. Application of these programs on a weekly basis, two to three times, is helpful in the right direction.El trastorno de la comunicación social y el procesamiento sensorial son dos factores que interactúan entre sí y las dificultades que encuentran en ellos repercuten en diferentes trastornos del neurodesarrollo como el autismo. Más específicamente, se muestra que la sociabilidad juega un papel clave en el tratamiento de las dificultades de procesamiento sensorial y las intervenciones relacionadas con ella pueden implementarse tanto en un entorno escolar como en un contexto terapéutico e incluso en el hogar. El diseño de estas intervenciones con un enfoque principal en la sociabilidad tiene como objetivo, por un lado, reducir las dificultades sensoriales y, por otro lado, proporcionar una comunicación significativa cuando se trabaja con niños con autismo o dificultades de aprendizaje severas o generalizadas. El propósito de este artículo es registrar datos de investigación sobre el efecto de la sociabilidad en niños con dificultades sensoriales a través de una revisión de la literatura. En concreto, se han estudiado muchas intervenciones con pilares la comunicación social para ayudar a niños con autismo y otros síndromes. Los resultados mostraron que existe una correlación directa entre la sociabilidad y el trastorno del procesamiento sensorial con intervenciones y programas terapéuticos implementados en muchos países con resultados positivos en todos los aspectos del comportamiento de los niños con estas dificultades. Una de las intervenciones más efectivas que ayuda son las Interacciones Intensivas con alto aporte a la regulación sensorial de niños principalmente con autismo. En cuanto a los participantes en las intervenciones, las muestras fueron estudiantes con trastornos del neurodesarrollo estudiados. La frecuencia de aplicación de estos programas 2-3 veces por semana ayuda en la dirección correcta.A comunicação social e o transtorno do processamento sensorial, são dois fatores que interagem entre si e as dificuldades que encontram neles, impactam em diferentes transtornos do neurodesenvolvimento como o autismo. Mais especificamente, a sociabilidade mostra-se como um papel fundamental para lidar com as dificuldades de processamento sensorial e as intervenções relacionadas a ela podem ser implementadas em ambiente escolar, bem como, em contexto terapêutico e até mesmo em casa. O desenho destas intervenções com foco principal na sociabilidade visa por um lado, reduzir as dificuldades sensoriais e, por outro, proporcionar uma comunicação significativa ao trabalhar com crianças com autismo ou dificuldades de aprendizagem graves ou generalizadas. O objetivo deste artigo foi registrar dados de pesquisa sobre o efeito da sociabilidade em crianças com dificuldades sensoriais por meio de uma revisão de literatura. Especificamente, intervenções com pilares na comunicação social, têm sido estudadas para ajudar crianças com autismo e outras síndromes. Os resultados mostraram que existe uma correlação direta entre sociabilidade e transtorno do processamento sensorial com intervenções e programas terapêuticos implementados em vários países com resultados positivos em todos os aspectos do comportamento de crianças com essas dificuldades. Uma das intervenções mais eficazes que auxiliam, são a interação intensiva com alta contribuição para a regulação sensorial em crianças principalmente com autismo. Em relação aos participantes das intervenções, as amostras foram estudantes com transtornos do neurodesenvolvimento estudados. A frequência de aplicação destes programas dois ou três vezes por semana ajuda na direção correta

Comparative study of choldren with symptoms of posttraumatic stess dissotrer in Greece and Palestine

Natural disasters, wars, political and social conflicts affecting psychological stability of children and adolescents. The aim of this study was to investigate the effects of hostilities and continuous political and military violence on children and adolescents and develop symptoms of posttraumatic stress dissorder.Participants : Participants of this study were 377 children of both sexes , aged 8-15 . The 203 people living in the Gaza Strip of Palestine and the 174 people living in the area of the West Bank of Palestine . Empirical data was collected from the Gaza Strip after the bombing in January 2009, and from the West Bank in December 2012 after intense political unrest unilateral military conflicts and continuous restriction of movement of the Palestinian population. 195 Greek students were used as a control group. Method: Three instruments were used in the present study a) The Clinician Administered PTSD Scale for Children and Adolescents (CAPS-CA), which is classified into three subscales (reexperiencing of the event, numbing of responsiveness and increased arousal), b)The questionnaire Family Inventory of Political Stressors (FIPS, Khamis, 1995), c) The subscales Anxiety / Depression and Withdrawal / Depression of the Self-Report questionnaire of Children and Adolescents (YSR, Achenbach, 1994).Results : Because of the intensity of trauma, children and adolescents in the sample from the Gaza Strip exhibit higher symptoms of post-traumatic stress disorder and the same symptoms were found in smaller percentages in children and adolescents from the West Bank. Almost all the participants from the Palestinian areas were worried about the safety of their family members and almost half of them said that a family member, relative or close friend had been killed for political reasons. The girls of the Palestinian areas report higher levels of arousal of the autonomous nervous system. Specifically, they show higher levels of arousal and irritability. Children and adolescents from Greece, which had not experienced similar traumatic events, showed no symptoms of post traumatic stress disorder, and observed an increase in psychological problems in girls with increasing age. Conclusions: Ιntensity of traumatic experience is the strongest predictor for the occurrence of post-traumatic stress disorder and psychological problems.Πάνω από μία εικοσαετία, από το 1990, το διακεκριμένο περιοδικό Child Development αφιέρωσε μια ειδική έκδοση στην έρευνα των επιδράσεων της εθνικής και πολιτικής βίας στην ψυχολογία και στη συμπεριφορά των παιδιών, με εμπειρικές μελέτες στις φυλετικές ταραχές του Λος Άντζελες και των γκέτο της Ν.Αφρικής, στις εχθροπραξίες στις παλαιστινιακές περιοχές, τις βομβιστικές επιθέσεις στο Ισραήλ και στη Β. Ιρλανδία και τον πόλεμο στο Σεράγεβο. Η δουλειά αυτή ήταν ιδιαίτερα σημαντική, γιατί συγκέντρωσε το ενδιαφέρον αρκετών ερευνητών στις αρνητικές επιπτώσεις που προξενεί στην ομαλή ανάπτυξη των παιδιών η έκθεσή τους σε εθνικές και πολιτικές συγκρούσεις. Οι ερευνητές συγκλίνουν ότι τα παιδιά που έχουν εκτεθεί σε τέτοιες μορφές βίας, εμφανίζουν έντονα συναισθηματικά, γνωστικά και συμπεριφορικά προβλήματα. Η παρούσα Διδακτορική Διατριβή εκπονείται στον Τομέα Ειδικής Παιδαγωγικής και Ψυχολογίας του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Αθηνών. Στην πραγματοποίηση της εργασίας αυτής συνέβαλε το ενδιαφέρον και η υποστήριξη με την οποία περιέβαλε το θέμα ο επιβλέπων καθηγητής Γιάννης Παπαδάτος, μέσω των κατευθύνσεων, των εποικοδομητικών σχολίων και των παρατηρήσεών του. Επίσης τον ευχαριστώ για τη βοήθεια την οποία προσέφερε, την επίβλεψη και την εποπτεία της έρευνας. Επίσης ευχαριστώ τους συνεπιβλέποντες της μελέτης μου κο Αντωνίου Αλέξανδρος-Σταμάτιο, Επίκουρο Καθηγητή Π.Τ.Δ.Ε. Αθηνών και κο Αναγνωστόπουλο Δημήτριο, Αναπληρωτή Καθηγητή Ιατρικής Σχολής Πανεπιστημίου Αθηνών Η επίτευξη του ερευνητικού μέρους κατέστη δυνατή, χάρη στη βοήθεια των κατοίκων των περιοχών Λωρίδα της Γάζας και Δ. Όχθη στην Παλαιστίνη. Επίσης σημαντική υπήρξε η συμβολή των διευθυντών 2ου Γυμνασίου Ν.Ψυχικού και Δημοτικού Σχολείου Ζωγράφου που εξασφάλισαν στην ερευνήτρια πρόσβαση στα εκπαιδευτικά πλαίσια, διέθεσαν χρόνο από τα επαγγελματικά τους καθήκοντα, καθώς και ενδιαφέρον και κατανόηση για τη διεξαγωγή της έρευνας. Ιδιαίτερα, όμως, η ολοκλήρωση αυτής της ερευνητικής προσπάθειας οφείλεται στο σύζυγο μου Α. Φαγιαντ, η συνεισφορά του οποίου υπήρξε καθοριστική, σε σχέση με την πρόσβαση στις παλαιστινιακές περιοχές, κάτω από ιδιαίτερα αντίξοες συνθήκες. Ήταν αυτός που κατάφερε τη συνεργασία των εκπαιδευτικών φορέων και των γονέων στη Λωρίδα της Γάζας και στη Δ. Όχθη, ώστε να αποδεχθούν την πρόσκληση για συμμετοχή στην έρευνα και να καταθέσουν τις προσωπικές τους απόψεις για τη συγκέντρωση του πρωτογενούς υλικού. Σε όλους τους προαναφερόμενους, και κυρίως στο σύζυγο μου, εκφράζονται οι εκ βαθέων ευχαριστίες της γράφουσας. Τους ευχαριστώ θερμά

Exploring the Issue of Parental Burnout with ICT’s

The purpose of this study was to investigate the level of burnout, depression, anxiety and stress experienced by parents with a child with disabilities in Greece. In particular, the negative emotional state is investigated, as well as the factors that may contribute to the occurrence of parental burnout, anxiety, stress and depression. The ultimate goal of the empirical study is to emphasize the importance of the parental role, with the aim of improving parents’ well-being and the development of their emotional and mental resilience. The sample involved 50 parents with children with disabilities. Data were collected using the online forms of questionnaires Parental Burnout Assessment & Depression Anxiety Stress Scale. The results showed that parents are prone to parental burnout, with the pre-dominant dimension being exhaustion from the parental role. The results showed that parents are prone to increased levels of stress, anxiety and depression, with the stress scale predominating. In addition, a statistically significant difference between the two age groups, with older parents experiencing increased levels of parental burnout, as well as stress, anxiety and depression. Regarding the number of children in the family, a positive correlation was found only in terms of anxiety, as parents with more children seem to experience increased levels of anxiety compared to parents with one child. In conclusion, it seems that there are significant positive correlations among the levels of total parental burnout and its individual dimensions and the levels of stress, anxiety and depression

Working with Students with Special Educational Needs and Predictors of Burnout. The Role of ICTs.

The purpose of this study was to examine the burnout dimensions of professionals working with students with special educational needs and the role played by their personal traits in the prevalence of the syndrome. To examine this objective a sample of Greek teachers was selected. The data was collected using the online form of Maslach Burnout Inventory. The results of this research showed that the main prognostic factors of the syndrome in each dimension are the total previous service with students with special educational needs, the specialty, as well as, the age of the sample

Exploring the Issue of Parental Burnout with ICT’s: How Do the Parents of Children with Disabilities Feel

The purpose of this study was to investigate the level of burnout, depression, anxiety and stress experienced by parents with a child with disabilities in Greece. In particular, the negative emotional state is investigated, as well as the factors that may contribute to the occurrence of parental burnout, anxiety, stress and depression. The ultimate goal of the empirical study is to emphasize the importance of the parental role, with the aim of improving parents’ well-being and the development of their emotional and mental resilience. The sample involved 50 parents with children with disabilities. Data were collected using the online forms of questionnaires Parental Burnout Assessment & Depression Anxiety Stress Scale. The results showed that parents are prone to parental burnout, with the pre-dominant dimension being exhaustion from the parental role. The results showed that parents are prone to increased levels of stress, anxiety and depression, with the stress scale predominating. In addition, a statistically significant difference between the two age groups, with older parents experiencing increased levels of parental burnout, as well as stress, anxiety and depression. Regarding the number of children in the family, a positive correlation was found only in terms of anxiety, as parents with more children seem to experience increased levels of anxiety compared to parents with one child. In conclusion, it seems that there are significant positive correlations among the levels of total parental burnout and its individual dimensions and the levels of stress, anxiety and depression

Burnout Prevalence in Special Education Teachers, and the Positive Role of ICTs

The aim of this study was to investigate special education teacher`s level of burnout. In particular, it sought to examine the role their personal characteristics play in the occurrence of the syndrome.  A quantitative research design was used to describe the association between the variables The data was collected using the Maslach Burnout Inventory for Education  (M.B.I.-E.S.)  consisted of three dimensions: Emotional exhaustion, Depersonalization, and Personal accomplishment. The sample consisted of 202 Special Education (S.E) teachers who completed the M.B.I.-E.S.  The results of this research showed that: a) the sample experiences burnout and special attention is required for the scale of emotional exhaustion b) age, school settings , specialty, and the total previous service with or without students with special educational needs (S.E.N.) were significantly correlated and  affected burnout dimensions &nbsp

Charismatic Leadership and Special Education Teachers’ Empowerment

In general, leadership is strongly correlated with the empowerment of the followers’ personal vision as well as with the effectiveness of their work. On the top of that, the admiration derived of a group of people towards a leader, is a determine factor to characterize the leader as “charismatic – emotionally intelligent”. Consequently, final target along with the adopted strategies are the key points for successful leadership. This is how a high-leveled Job Satisfaction environment for the employees, can be secured, protecting them against Job Burnout syndrome. In Special Education, the consequences of Job Burnout seem to be profoundly serious concerning not only the teacher him/herself but also his/her work efficiency. It has been found that teachers, who face the Job Burnout are usually physically and mentally tired, depressed, and continually anxious, keeping themselves isolated and not easily accessible. This research aims to investigate the correlation between the school leader’s emotionally intelligence and the existence of supportive working environment, where the teacher is motivated, inspired and protected by the danger of Job Burnout

Mobile Apps the Educational Solution for Autistic Students in Secondary Education

For many adolescents in developed countries mobile apps can be the easy way for learning and teaching. This paper examines its role in secondary education focusing in mobile applications that support autistic students. The results of a research revealed the educators ` views that high school students with autism may use mobile apps in a variety of supportive educational ways.</p