{"id":223,"date":"2020-09-14T20:34:00","date_gmt":"2020-09-14T23:34:00","guid":{"rendered":"https:\/\/fusionweb.com.br\/instituto\/index.php\/2020\/09\/14\/autismo-e-superdotacao-possiveis-equivocos\/"},"modified":"2020-09-14T20:34:00","modified_gmt":"2020-09-14T23:34:00","slug":"autismo-e-superdotacao-possiveis-equivocos","status":"publish","type":"post","link":"https:\/\/institutoces-curitiba.com.br\/index.php\/2020\/09\/14\/autismo-e-superdotacao-possiveis-equivocos\/","title":{"rendered":"Autismo e Superdota\u00e7\u00e3o: poss\u00edveis equ\u00edvocos"},"content":{"rendered":"

 Autismo
\ne superdota\u00e7\u00e3o: \u00e9 poss\u00edvel confundir estas necessidades educacionais especiais?<\/span><\/span><\/span><\/span><\/p>\n


<\/span><\/p>\n

(Text in Portuguese and in English).<\/span><\/b><\/span><\/p>\n


<\/span><\/span><\/b><\/p>\n

<\/span><\/b><\/p>\n

<\/a><\/div>\n

<\/p>\n

<\/div>\n<\/p>\n

 <\/span><\/p>\n

\u00c9 poss\u00edvel haver
\nprofissionais que confundam autismo com superdota\u00e7\u00e3o. Um dos maiores equ\u00edvocos
\n\u00e9 pensar que a crian\u00e7a com autismo \u00e9 sempre muito limitada, e isto n\u00e3o \u00e9
\nverdade. A crian\u00e7a com autismo pode apresentar muitos talentos. <\/o:p><\/span><\/span><\/p>\n

Em alguns casos de
\nautismo, h\u00e1 hiperlexia e esta s\u00edndrome
\npode confundir algumas fam\u00edlias e profissionais da educa\u00e7\u00e3o e da sa\u00fade. <\/o:p><\/span><\/span><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/b><\/p>\n

O que
\n\u00e9 hiperlexia?<\/o:p><\/span><\/span><\/b><\/p>\n

Trata-se de <\/span>uma
\ns\u00edndrome, muitas vezes presente em crian\u00e7as com autismo<\/span>, que envolve a
\ncapacidade de leitura precoce e a obsess\u00e3o por n\u00fameros e letras.<\/span> Isto
\nquer dizer que a crian\u00e7a com autismo pode aprender a ler precocemente. H\u00e1 casos
\nde crian\u00e7as com 3 anos de idade que j\u00e1 apresentam esta capacidade, no entanto,
\nelas t\u00eam muita dificuldade de interpretar e de se comunicar. <\/o:p><\/span><\/span><\/p>\n

Esta
\ns\u00edndrome inclusive pode confundir muitos profissionais (professores,
\npsic\u00f3logos, entre outros), levando-os a acreditar que estas crian\u00e7as s\u00e3o
\nsuperdotadas. <\/o:p><\/b><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/b><\/p>\n

Mas o que fazer neste caso?<\/o:p><\/span><\/span><\/b><\/p>\n

\u00c9
\nimportante observar e interagir com a crian\u00e7a realizando perguntas sobre o que
\nela leu, sobre o que ela viu em determinado momento e analisar as poss\u00edveis respostas
\nque a crian\u00e7a ir\u00e1 expressar. Observar sua fala se \u00e9 funcional e se a crian\u00e7a
\nconsegue se comunicar bem. <\/o:p><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/b><\/p>\n

Crian\u00e7as
\ncom autismo ou com superdota\u00e7\u00e3o s\u00e3o antissociais?<\/o:p><\/span><\/span><\/b><\/p>\n

As crian\u00e7as com autismo
\ne as crian\u00e7as superdotadas podem apresentar dificuldades na intera\u00e7\u00e3o social. Em
\nambos os casos, o motivo da falta de intera\u00e7\u00e3o com outras pessoas pode ser o
\nambiente onde elas est\u00e3o inseridas e as rela\u00e7\u00f5es sociais que oferecem poucos
\nbenef\u00edcios para estas crian\u00e7as. <\/o:p><\/span><\/span><\/p>\n

H\u00e1 sinais de autismo que
\ns\u00e3o semelhantes aos de crian\u00e7as superdotadas. Tanto as crian\u00e7as superdotadas,
\ncomo as crian\u00e7as com autismo, podem apresentar um interesse muito concentrado. Pode
\nhaver momentos que estas crian\u00e7as dediquem muito tempo realizando a mesma
\natividade preferida. Este fato pode durar meses. As crian\u00e7as superdotadas e as
\ncrian\u00e7as com autismo t\u00eam uma aten\u00e7\u00e3o agu\u00e7ada aos detalhes, seus interesses e
\ndesejos na realiza\u00e7\u00e3o de alguma tarefa podem ser confundidos com obsess\u00e3o. <\/o:p><\/span><\/span><\/p>\n

Por isto, quanto mais
\ninvestiga\u00e7\u00e3o houver em rela\u00e7\u00e3o \u00e0s habilidades e limita\u00e7\u00f5es das crian\u00e7as com
\nautismo e das crian\u00e7as superdotadas, melhor ser\u00e1 o atendimento a estas
\ncrian\u00e7as. <\/o:p><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n


<\/b><\/span><\/span><\/p>\n

Contato: Instagram
\nfheller2904 <\/o:p><\/b><\/span><\/span><\/p>\n

Ph.D. Fer Piske<\/b><\/span><\/span><\/p>\n


<\/span><\/p>\n


<\/span><\/p>\n

Refer\u00eancias:<\/u><\/span><\/p>\n

American Psychiatric Association (2014). <\/span>Manual diagn\u00f3stico e
\nestat\u00edstico de transtornos mentais: DSM-5<\/i> (5\u00aa Ed.). Porto Alegre: Artmed. <\/o:p><\/span><\/p>\n

 <\/span><\/span><\/h2>\n

Assouline, S.
\nG.; Nicpon, M. F; Colangelo, N.; 
\nO\u2019Brien, M. (2008). The Paradox of Giftedness and Autism.  <\/span>https:\/\/files.eric.ed.gov\/fulltext\/ED535140.pdf<\/span><\/a><\/o:p><\/span><\/span><\/h2>\n

 <\/span><\/o:p><\/p>\n

Assouline,
\nS. G., Foley-Nicpon, M. & Doobay, A. (2009). Profoundly gifted girls and
\nAutism Spectrum Disorder. Gifted Child Quarterly, 53<\/i>, 89-105. http:\/\/dx.doi.org\/10.1177\/0016986208330565<\/span><\/a>.
\n        <\/span><\/p>\n

 <\/span><\/o:p><\/p>\n

Assouline,
\nS. G., Foley-Nicpon, M. & Whiteman, C. (2010). Cognitive and psychosocial
\ncharacteristics of gifted students with written language disability. Gifted
\nChild Quarterly, 54,<\/i> 102-115. http:\/\/dx.doi.org\/10.1177\/0016986209355974<\/span><\/a>.
\n <\/span><\/p>\n

 <\/span><\/span><\/h2>\n

Davidson Institute (2020). Gifted children
\nwith Asperger’s Syndrome. <\/span>https:\/\/www.davidsongifted.org\/search-database\/entry\/a10167#:~:text=AS%20is%20a%20disorder%20in,traits%20of%20a%20gifted%20child.<\/span><\/a><\/span><\/o:p><\/span><\/span><\/h2>\n

 <\/span><\/p>\n

Hirai,
\nT.;  Usui, N.;  Iwata, K.; 
\nMiyachi, T.  Tsuchiya, K. J.  Xie, M.J.; 
\nNakamura, K.;  Tsujii, M.;
\nSugiyama, T.;  Matsuzaki, H. (2020). Increased plasma lipoprotein lipase activity in males with
\nautism spectrum disorder. <\/span><\/span>https:\/\/doi.org\/10.1016\/j.rasd.2020.101630<\/span><\/a><\/o:p><\/span><\/span><\/h1>\n

 <\/span><\/p>\n

Meleady<\/span><\/a>, J;  Nearchou<\/span><\/a>, F.; Bramham<\/span><\/a>, J. ; Carr<\/span><\/a>, A. (2020). Family adaptation
\namong parents of children on the autism spectrum without a comorbid
\nintellectual disability: <\/o:p><\/span><\/p>\n

A test of the Double ABCX model. https:\/\/doi.org\/10.1016\/j.rasd.2020.101637<\/span><\/a><\/o:p><\/span><\/p>\n

 <\/span><\/p>\n

Minist\u00e9rio da Sa\u00fade (2014).
\nSecretaria de Aten\u00e7\u00e3o \u00e0 Sa\u00fade Departamento de A\u00e7\u00f5es Program\u00e1ticas Estrat\u00e9gicas.
\nDiretrizes de Aten\u00e7\u00e3o \u00e0 Reabilita\u00e7\u00e3o da Pessoa com Transtornos do Espectro do
\nAutismo (TEA). 1 edi\u00e7\u00e3o, Bras\u00edlia. <\/span>http:\/\/bvsms.saude.gov.br\/bvs\/publicacoes\/diretrizes_atencao_reabilitacao_pessoa_autismo.pdf<\/span><\/a>     <\/span><\/o:p><\/span><\/span><\/h1>\n

 <\/span><\/span><\/h1>\n

Piske, F.
\nH. R. (2013). <\/span>O
\ndesenvolvimento socioemocional de alunos com altas habilidades\/superdota\u00e7\u00e3o
\n(AH\/SD) no contexto escolar: contribui\u00e7\u00f5es a partir de Vygotsky.<\/span><\/i> Disserta\u00e7\u00e3o de
\nMestrado em Educa\u00e7\u00e3o, Universidade Federal do Paran\u00e1, Curitiba\/PR.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/span><\/p>\n

Piske, F. H. R. (2016). Alunos com Altas
\nHabilidades\/Superdota\u00e7\u00e3o (AH\/SD): como identific\u00e1-los? <\/span>In F. H. R. Piske, T. Stoltz, J. M. Machado & S. Bahia (Eds.). <\/span>Altas habilidades\/Superdota\u00e7\u00e3o
\n(AH\/SD) e Criatividade: identifica\u00e7\u00e3o e atendimento. <\/span><\/i>(pp.249-259).
\nCuritiba, Juru\u00e1.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/span><\/p>\n

Piske, F. H. R. (2018). Altas habilidades\/superdota\u00e7\u00e3o
\n(AH\/SD) e criatividade na escola: o olhar de Vygotsky e de Steiner<\/i>. Tese de
\nDoutorado em Educa\u00e7\u00e3o, Universidade Federal do Paran\u00e1, Curitiba\/PR.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/span><\/p>\n

Piske,
\nF. H. R. (2020). The importance of
\nsocio-emotional development of gifted students. <\/span> In F. H. R. Piske, T. Stoltz, A. Rocha & C.
\nCosta-Lobo (Eds.). (2020). Socio-Emotional Development and Creativity
\nof Gifted Students.<\/i> Coimbra: Imprensa da Universidade de Coimbra.<\/span><\/span><\/p>\n

 <\/span><\/span><\/h1>\n

PsychCentral  (2020).
\nAutistic and Gifted: Supporting the Twice-Exceptional Child. <\/span>https:\/\/psychcentral.com\/lib\/autistic-and-gifted-supporting-the-twice-exceptional-child\/<\/span><\/a><\/o:p><\/strong><\/span><\/h1>\n

 <\/span><\/strong><\/p>\n

Reis, S. M., Baum, S. M., & Burke, E. (2014). An
\noperational definition of twice-exceptional learners: Implication and
\napplications. <\/span>Gifted Child Quarterly, 58,<\/i> 217-230. http:\/\/dx.doi.org\/10.1177\/0016986214534976<\/span><\/a>.<\/span><\/span><\/p>\n


<\/span><\/p>\n


<\/span><\/p>\n


<\/span><\/p>\n


<\/span><\/p>\n

(Text in English)<\/span><\/p>\n


<\/span><\/p>\n


<\/span><\/p>\n

Autism
\nand giftedness: is it possible to confuse these special educational needs?<\/b><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

There may be
\nprofessionals who confuse autism with giftedness. One of the biggest
\nmisconceptions is to think that the child with autism is always very limited,
\nand this is not true. The child with autism can have many talents.<\/o:p><\/span><\/span><\/p>\n

In some cases of
\nautism, there is hyperlexia and this syndrome can confuse some families and
\neducation and health professionals.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

What
\nis hyperlexia?<\/o:p><\/span><\/span><\/b><\/p>\n

It is a syndrome, often
\npresent in children with autism, which involves the ability to read early and
\nobsess over numbers and letters. This means that the child with autism can
\nlearn to read early. There are cases of children as young as 3 years old who already
\nhave this ability, however, they have great difficulty in interpreting and
\ncommunicating.<\/o:p><\/span><\/span><\/p>\n

This syndrome can even
\nconfuse many professionals (teachers, psychologists, among others), leading
\nthem to believe that these children are gifted.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

But
\nwhat to do in this case?<\/o:p><\/span><\/span><\/b><\/p>\n

It is important to
\nobserve and interact with the child by asking questions about what he \/ she
\nread, about what he \/ she saw at a given moment and to analyze the possible
\nanswers that the child will express. Observe his\/her speech if it is functional
\nand if the child can communicate well.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

Are children with
\nautism or gifted people antisocial?<\/o:p><\/span><\/span><\/p>\n

Children with autism
\nand gifted children may experience difficulties in social interaction. In both
\ncases, the reason for the lack of interaction with other people may be the
\nenvironment where they are inserted and the social relationships that offer
\nlittle benefit to these children.<\/o:p><\/span><\/span><\/p>\n

There are signs of
\nautism that are similar to those of gifted children. Both gifted children and
\nchildren with autism can have a very concentrated interest. There may be times
\nwhen these children spend a lot of time doing the same favorite activity. This
\nfact can last for months. Gifted children and children with autism have a keen
\nattention to detail, their interests and desires in carrying out a task can be
\nmistaken for obsession.<\/o:p><\/span><\/span><\/p>\n

For this reason, the
\nmore research there is regarding the skills and limitations of children with
\nautism and gifted children, the better the care for these children will be.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

Contact: Instagram
\nfheller2904 <\/o:p><\/b><\/span><\/span><\/p>\n

Ph.D. Fer Piske<\/b><\/o:p><\/span><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

References:<\/span><\/span><\/b><\/p>\n

American Psychiatric Association (2014). <\/span>Manual diagn\u00f3stico e
\nestat\u00edstico de transtornos mentais: DSM-5<\/i> (5\u00aa Ed.). Porto Alegre: Artmed. <\/span><\/p>\n

 <\/span><\/span><\/h2>\n

Assouline, S.
\nG.; Nicpon, M. F; Colangelo, N.; 
\nO\u2019Brien, M. (2008). The Paradox of Giftedness and Autism.  <\/span>https:\/\/files.eric.ed.gov\/fulltext\/ED535140.pdf<\/span><\/a><\/o:p><\/span><\/span><\/h2>\n

 <\/span><\/o:p><\/p>\n

Assouline,
\nS. G., Foley-Nicpon, M. & Doobay, A. (2009). Profoundly gifted girls and
\nAutism Spectrum Disorder. Gifted Child Quarterly, 53<\/i>, 89-105. http:\/\/dx.doi.org\/10.1177\/0016986208330565<\/span><\/a>.
\n        <\/span><\/p>\n

 <\/span><\/o:p><\/p>\n

Assouline,
\nS. G., Foley-Nicpon, M. & Whiteman, C. (2010). Cognitive and psychosocial
\ncharacteristics of gifted students with written language disability. Gifted
\nChild Quarterly, 54,<\/i> 102-115. http:\/\/dx.doi.org\/10.1177\/0016986209355974<\/span><\/a>.
\n <\/span><\/p>\n

 <\/span><\/span><\/h2>\n

Davidson Institute (2020). Gifted children
\nwith Asperger’s Syndrome. <\/span>https:\/\/www.davidsongifted.org\/search-database\/entry\/a10167#:~:text=AS%20is%20a%20disorder%20in,traits%20of%20a%20gifted%20child<\/span><\/a><\/span><\/span><\/h2>\n

 <\/span><\/p>\n

Hirai,
\nT.;  Usui, N.;  Iwata, K.; 
\nMiyachi, T.  Tsuchiya, K. J.  Xie, M.J.; 
\nNakamura, K.;  Tsujii, M.;
\nSugiyama, T.;  Matsuzaki, H. (2020). Increased plasma lipoprotein lipase activity in males with
\nautism spectrum disorder. <\/span><\/span>https:\/\/doi.org\/10.1016\/j.rasd.2020.101630<\/span><\/a><\/o:p><\/span><\/span><\/h1>\n

 <\/span><\/p>\n

Meleady<\/span><\/a>, J;  Nearchou<\/span><\/a>, F.; Bramham<\/span><\/a>, J. ; Carr<\/span><\/a>, A. (2020). Family adaptation
\namong parents of children on the autism spectrum without a comorbid
\nintellectual disability: <\/o:p><\/span><\/p>\n

A test of the Double ABCX model. https:\/\/doi.org\/10.1016\/j.rasd.2020.101637<\/span><\/a><\/o:p><\/span><\/p>\n

 <\/span><\/p>\n

Minist\u00e9rio da Sa\u00fade (2014).
\nSecretaria de Aten\u00e7\u00e3o \u00e0 Sa\u00fade Departamento de A\u00e7\u00f5es Program\u00e1ticas Estrat\u00e9gicas.
\nDiretrizes de Aten\u00e7\u00e3o \u00e0 Reabilita\u00e7\u00e3o da Pessoa com Transtornos do Espectro do
\nAutismo (TEA). 1 edi\u00e7\u00e3o, Bras\u00edlia. <\/span>http:\/\/bvsms.saude.gov.br\/bvs\/publicacoes\/diretrizes_atencao_reabilitacao_pessoa_autismo.pdf<\/span><\/a>     <\/span><\/o:p><\/span><\/span><\/h1>\n

 <\/span><\/span><\/h1>\n

Piske, F.
\nH. R. (2013). <\/span>O
\ndesenvolvimento socioemocional de alunos com altas habilidades\/superdota\u00e7\u00e3o
\n(AH\/SD) no contexto escolar: contribui\u00e7\u00f5es a partir de Vygotsky.<\/span><\/i> Disserta\u00e7\u00e3o de
\nMestrado em Educa\u00e7\u00e3o, Universidade Federal do Paran\u00e1, Curitiba\/PR.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/span><\/p>\n

Piske, F. H. R. (2016). Alunos com Altas
\nHabilidades\/Superdota\u00e7\u00e3o (AH\/SD): como identific\u00e1-los? <\/span>In F. H. R. Piske, T. Stoltz, J. M. Machado & S. Bahia (Eds.). <\/span>Altas habilidades\/Superdota\u00e7\u00e3o
\n(AH\/SD) e Criatividade: identifica\u00e7\u00e3o e atendimento. <\/span><\/i>(pp.249-259).
\nCuritiba, Juru\u00e1.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/span><\/p>\n

Piske, F. H. R. (2018). Altas habilidades\/superdota\u00e7\u00e3o
\n(AH\/SD) e criatividade na escola: o olhar de Vygotsky e de Steiner<\/i>. Tese de
\nDoutorado em Educa\u00e7\u00e3o, Universidade Federal do Paran\u00e1, Curitiba\/PR.<\/o:p><\/span><\/span><\/p>\n

 <\/span><\/span><\/p>\n

Piske,
\nF. H. R. (2020). The importance of
\nsocio-emotional development of gifted students. <\/span> In F. H. R. Piske, T. Stoltz, A. Rocha & C.
\nCosta-Lobo (Eds.). (2020). Socio-Emotional Development and Creativity
\nof Gifted Students.<\/i> Coimbra: Imprensa da Universidade de Coimbra.<\/span><\/span><\/p>\n

 <\/span><\/span><\/h1>\n

PsychCentral  (2020).
\nAutistic and Gifted: Supporting the Twice-Exceptional Child. <\/span>https:\/\/psychcentral.com\/lib\/autistic-and-gifted-supporting-the-twice-exceptional-child\/<\/span><\/a><\/o:p><\/strong><\/span><\/h1>\n

 <\/span><\/strong><\/p>\n

Reis, S. M., Baum, S. M., & Burke, E. (2014). An
\noperational definition of twice-exceptional learners: Implication and
\napplications. <\/span>Gifted Child Quarterly, 58,<\/i> 217-230. http:\/\/dx.doi.org\/10.1177\/0016986214534976<\/span><\/a>.<\/span><\/o:p><\/strong><\/span><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

 Autismo e superdota\u00e7\u00e3o: \u00e9 poss\u00edvel confundir estas necessidades educacionais especiais? (Text in Portuguese and in English).   \u00c9 poss\u00edvel haver profissionais que confundam autismo com superdota\u00e7\u00e3o. Um dos maiores equ\u00edvocos \u00e9 pensar que a crian\u00e7a com autismo \u00e9 sempre muito limitada, e isto n\u00e3o \u00e9 verdade. A crian\u00e7a com autismo pode apresentar muitos talentos. Em […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"_joinchat":[],"footnotes":""},"categories":[1],"tags":[],"class_list":["post-223","post","type-post","status-publish","format-standard","hentry","category-sem-categoria"],"yoast_head":"\nAutismo e Superdota\u00e7\u00e3o: poss\u00edveis equ\u00edvocos - Instituto da Criatividade & Superdota\u00e7\u00e3o<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/institutoces-curitiba.com.br\/index.php\/2020\/09\/14\/autismo-e-superdotacao-possiveis-equivocos\/\" \/>\n<meta property=\"og:locale\" content=\"pt_BR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Autismo e Superdota\u00e7\u00e3o: poss\u00edveis equ\u00edvocos %\" \/>\n<meta property=\"og:description\" content=\" Autismo e superdota\u00e7\u00e3o: \u00e9 poss\u00edvel confundir estas necessidades educacionais especiais? (Text in Portuguese and in English).   \u00c9 poss\u00edvel haver profissionais que confundam autismo com superdota\u00e7\u00e3o. Um dos maiores equ\u00edvocos \u00e9 pensar que a crian\u00e7a com autismo \u00e9 sempre muito limitada, e isto n\u00e3o \u00e9 verdade. A crian\u00e7a com autismo pode apresentar muitos talentos. 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