It is not only important to know what a child's Coffin-Siris diagnosis is, but to know the child who has the diagnosis

Authors

Keywords:

Disability, Coffin-Siris Syndrome, Psychopedagogy, Learning, Language, Historical-Cultural Theory

Abstract

We have realized a lack of information about Coffin-Siris syndrome during the pedagogical attendance of a 3-year-old child with this condition. In biomedical literature, the diagnosis is described as a set of characteristics of hypoplasia or aplasia, facial dysmorphisms, intellectual interruptions, etc. Through historical-cultural understanding of the development of people with disabilities, and based on the Dias-Presotti Method, we organized resources and strategies for the teaching process. We present our experience report of psychopedagogical intervention that took place for 5 months, and the resulting evidence of the child's learning and language development processes. With this work we intend to contribute to expanding dialogues about this condition.

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Author Biographies

Ana Paula de Oliveira Machado do Nascimento , Fundação Universitária Iberoamericana (FUNIBER)

Master in Developmental and Educational Psychology from the Ibero-American University Foundation (FUNIBER). Specialist in Neuroeducation from UniLeya and in Psychopedagogy from the Catholic University of Brasília (UCB). Graduated in Pedagogy from the Unified Education Association of the Federal District (AEUDF). Works with clinical educational monitoring of children with ASD, disorders and rare syndromes.

Maria de Lourdes Dias Rodrigues , Universidade Católica de Brasília (UCB)

Master in Developmental Psychology from the Catholic University of Brasília (UCB). Specialist in Special Education-TID from the Instituto de Ensino Superior do Centro-Oeste (UNIESCO) and in Psychopedagogy from the Universidade Salgado de Oliveira (UNIVERSO). Graduated in Pedagogy from the Catholic University of Brasília (UCB). Academic in Psychology from Faculdade Cerrado. Retired professor from the Secretariat of Education of the Federal District (SEEDF). Works with the educational monitoring of children, adolescents and adults with disabilities, autism and disorders.

Joanna Paoli, Secretaria de Educação do Distrito Federal (SEEDF)

Professor at the Federal District Department of Education (SEEDF). PhD in Science Education from the Postgraduate Program in Science Education at the University of Brasília (UnB). Master in Science Teaching from the Postgraduate Program in Science Teaching at UnB. Specialist in Clinical and School Psychomotricity (IEPSE) and Specialist in Inclusive Education, Neuroeducation and Psychopedagogy (UNINASSAU). Bachelor's degree in Chemistry (UnB). Member of the Research Group "Science, Technology in Context (CiTeCo/CNPq)" in the Research Line "Scientific Education as a Tool for Social Transformation", of the Study, Research and Continuing Education Group for Basic Education Modalities (GEPGEMEB) and of the "Vigotskian Circle - Study Group in Historical-Cultural Theory". Currently, a trainer-researcher at the School of Continuing Education (EAPE-SEDF) focusing on the themes of autism, inclusion and education.

References

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Published

2024-10-31

Issue

Vol. 18 No. 73 (2024)

Section

Relato de Experiência

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Copyright (c) 2024 Me. Ana Paula de Oliveira Machado do Nascimento, Me. Lourdes Dias, Dra. Joanna de Paoli

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