FUNÇÕES ATENCIONAIS DE CRIANÇAS COM ANOMALIAS CRANIOFACIAIS: UM ESTUDO SOBRE A CONCEPÇÃO DE PROFESSORES
Keywords:
Neuropsicologia, Atenção, Professor, Fissura Palatina, SíndromeAbstract
Understanding the theoretical assumptions of craniofacial anomalies and the cognitive implications of the attentional function is essential for the teacher, as mediator of the educational process, to understand his inattentive student with cleft lip and palate, syndromic or not, and develop management strategies in the classroom. This study characterized the conception of teachers about the attentional function, atypical craniofacial conditions and the use of related educational strategies. A total of 129 primary school teachers participated in a research protocol with questions about intervention concepts, characteristics and strategies. The data indicated that 54% did not know the basics about the subjects, showing limited repertoires in the treatment of the student with craniofacial anomalies and in the use of effective strategies of attention management in the classroom. The results pointed to the need to adopt competency training programs and the dissemination of knowledge, as well as the importance of reviewing existing public policies in the process of training primary school teachers, essential in the training of excellence, professionals.
Keywords: Neuropsychology. Attention. Teacher. Cleft palate. Syndrome.