\ndesafio de lidar com a dupla excepcionalidade.<\/span>
\n
Autismo e \n A dupla <\/span>excepcionalidade<\/span> <\/span>est\u00e1 vinculada ao fato de uma pessoa apresentar dois tipos de necessidades Tamb\u00e9m est\u00e1 O De acordo com a Associa\u00e7\u00e3o Para Assouline et al. (2008), <\/span> \u00e9 importante come\u00e7ar reconhecendo os pontos Para Piske (2013, 2018, Como Ph.D. em \u00c9 preciso ter a <\/span><\/p>\n Refer\u00eancias:<\/span><\/span><\/p>\n Piske, F. H. R. (2018). <\/span>Altas habilidades\/superdota\u00e7\u00e3o (AH\/SD) e Piske, F. H. R. (2020). The importance Me siga! Inscreva-se! Instagram: fheller2904 Blog: https:\/\/www.educacaodesuperdotados.com\/<\/a><\/span><\/span><\/p>\n Texto em ingl\u00eas<\/span><\/u><\/p>\n The challenge of dealing Autism and giftedness! <\/span><\/p>\n What is double exceptionality?<\/span> The double exception is linked to the fact It is also related to the presence of high abilities in one or more areas of knowledge, which occurs together with What is often not well known or understood, is According to the National Association for For Assouline et al. (2008), it is important For Piske (2013, 2018, 2020) it is essential As a Ph.D. in Education and Specialist in Special and Inclusive Education, I affirm the importance of respecting the educational needs of children, and whenever possible, avoid repetitive teaching. It is important to teach from the areas of interest of the students, and enjoy ludic activities that provide them well-being, motivation, reciprocity and social interaction!<\/span><\/p>\n It is necessary to have the collaboration of <\/span><\/p>\n References: Assouline, S. G.; Nicpon, M. F; Colangelo, Piske, F. H. R. (2013). O Piske, F. H. R. (2018). Altas Piske, F. H. R. (2020). The importance
\nsuperdota\u00e7\u00e3o! Text in Portuguese and in English).<\/span>
<\/span><\/span><\/p>\n![](\"https:\/\/1.bp.blogspot.com\/-NOGqU0TizlI\/X1aJ8zJWEdI\/AAAAAAAAAWY\/2aOTbSMpROAxLECgxOD7D_K9erTAfyZYwCLcBGAsYHQ\/s1321\/autista1.jpg\")
<\/span><\/a><\/div>\n
<\/span><\/div>\n
\na dupla excepcionalidade?<\/span><\/span><\/div>\n
\neducacionais especiais concomitantes, que pode ser alguma forma de defici\u00eancia,
\naltera\u00e7\u00f5es comportamentais ou dificuldades de aprendizagem na escola.<\/span>
\nrelacionada \u00e0 presen\u00e7a de altas habilidades em uma ou mais \u00e1reas do
\nconhecimento, que ocorre conjuntamente a defici\u00eancias ou condi\u00e7\u00f5es tidas como
\nincompat\u00edveis a essas habilidades que a crian\u00e7a apresenta.<\/span>
\nque muitas vezes n\u00e3o \u00e9 bem conhecido ou compreendido, \u00e9 que muitas crian\u00e7as
\npodem apresentar <\/span>dois tipos de necessidades
\neducacionais especiais concomitantes e este fato pode at\u00e9 confundir fam\u00edlias,
\nprofessores e psic\u00f3logos ao tentar ajudar na identifica\u00e7\u00e3o e no atendimento a
\nestas crian\u00e7as. <\/span>
\npara crian\u00e7as superdotadas (NAGC), muitas vezes \u00e9 preciso criatividade e uma
\nmente aberta para diferenciar duplamente um estudante com <\/span>dupla excepcionalidade <\/span>a
\nfim de maximizar o desafio intelectual enquanto minimiza os efeitos de suas
\ndificuldades.
\nfortes do aluno e construir uma estrutura para apoiar seus pontos fracos ao
\ndesenvolver estrat\u00e9gias de ensino. \u00c9 essencial diferenciar o curr\u00edculo, tipo de
\nproduto ou foco do conte\u00fado de acordo com os interesses e pontos fortes do
\naluno <\/span>dupla excepcionalidade<\/span>. Uma aula criativa pode fazer com que todos os
\nestudantes se beneficiem e tenham op\u00e7\u00f5es para demonstrar seus conhecimentos (<\/span>Davidson
\nInstitute, 2020 PsychCentral, 2020).<\/span><\/span>
\n2020) \u00e9 fundamental permitir que os estudantes demonstrem seus conhecimentos e
\nideias com produtos de trabalho alternativos (teatro, m\u00fasica, pinturas,
\ndesenhos, v\u00eddeos). Simula\u00e7\u00f5es de atividades de encena\u00e7\u00e3o, atividades pr\u00e1ticas,
\naprendizagem baseada em problemas e integra\u00e7\u00e3o das artes s\u00e3o formas de apelar
\npara o lado intelectual da crian\u00e7a (<\/span>Assouline et al., 2008; Davidson Institute, 2020; PsychCentral, 2020).<\/span><\/span>
\nEduca\u00e7\u00e3o e Especialista em Educa\u00e7\u00e3o Especial e Inclusiva, afirmo a import\u00e2ncia
\nde respeitar as necessidades educacionais das crian\u00e7as, e sempre que poss\u00edvel, evitar o ensino repetitivo. \u00c9 importante ensinar a partir das \u00e1reas de interesses dos estudantes, e usufruir de atividades l\u00fadicas que lhes proporcionem bem-estar, motiva\u00e7\u00e3o, reciprocidade e
\nintera\u00e7\u00e3o social!
\ncolabora\u00e7\u00e3o das fam\u00edlias, de profissionais da Educa\u00e7\u00e3o e da sa\u00fade para que a
\ncrian\u00e7a com <\/span>dupla <\/span>excepcionalidade
\nse desenvolva de forma plena!Assouline, S. G.; Nicpon,
\nM. F; Colangelo, N.; O\u2019Brien, M. (2008). The Paradox of
\nGiftedness and Autism. https:\/\/files.eric.ed.gov\/fulltext\/ED535140.pdf<\/span><\/a><\/span><\/span> <\/span><\/span>
Davidson Institute (2020).
\nGifted children with 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>
NAGC (2020). Twice-Exceptional
\nat Home and School. Recuperado de 20 de mar\u00e7o, 2020, de
\nhttps:\/\/www.nagc.org\/twice-exceptional-home-and-school<\/span> <\/span><\/span><\/h1>\n
Piske,
\nF. H. R. (2013). O
\ndesenvolvimento socioemocional de alunos com altas habilidades\/superdota\u00e7\u00e3o
\n(AH\/SD) no contexto escolar: contribui\u00e7\u00f5es a partir de Vygotsky. 166
\nf. Disserta\u00e7\u00e3o (Mestrado em Educa\u00e7\u00e3o) \u2013 Universidade Federal do Paran\u00e1.
\nCuritiba.
\ncriatividade na escola: o olhar de Vygotsky e de Steiner.<\/span> Tese.
\n(Doutorado em Educa\u00e7\u00e3o) – Universidade Federal do Paran\u00e1. Curitiba.<\/span><\/span><\/p>\n
<\/span><\/p>\n
\nof socio-emotional development of gifted students. In F. H. R.
\nPiske, T. Stoltz, A. Rocha & C. Costa-Lobo (Eds.). (2020). Socio-Emotional Development and Creativity
\nof Gifted Students. Coimbra: Imprensa da Universidade de Coimbra. <\/span>
PsychCentral (2020).
\nAutistic and Gifted: Supporting the Twice-Exceptional Child. <\/span>https:\/\/psychcentral.com\/lib\/autistic-and-gifted-supporting-the-twice-exceptional-child\/<\/a><\/span><\/h1>\n
<\/span><\/p>\n
<\/span><\/p>\n
<\/span><\/p>\n
<\/span><\/u><\/p>\n
\nwith double exceptionality.
<\/span><\/p>\n
\nthat a person has two types of concomitant special educational needs, which may
\nbe some form of disability, behavioral changes or learning difficulties at
\nschool.
\ndeficiencies or conditions considered incompatible with those abilities that the
\nchild has.<\/span><\/p>\n
\nthat many children may have two types of concomitant special educational needs
\nand this fact can even confuse families, teachers and psychologists when trying
\nto help in the identification and care of these children.<\/span><\/p>\n
\nGifted Children (NAGC), it often takes creativity and an open mind to doubly
\ndifferentiate a student with double exceptionality in order to maximize the
\nintellectual challenge while minimizing the effects of their difficulties.<\/span><\/p>\n
\nto start recognizing the student’s strengths and build a structure to support
\ntheir weaknesses when developing teaching strategies. It is essential to
\ndifferentiate the curriculum, product type or focus of the content according to
\nthe interests and strengths of the student dual exceptionality. A creative
\nclass can make all students benefit and have options to demonstrate their
\nknowledge (Davidson Institute, 2020 PsychCentral, 2020).<\/span><\/p>\n
\nto allow students to demonstrate their knowledge and ideas with alternative
\nwork products (theater, music, paintings, drawings, videos). Simulations of
\nstaging activities, practical activities, problem-based learning and
\nintegration of the arts are ways to appeal to the child’s intellectual side
\n(Assouline et al., 2008; Davidson Institute, 2020; PsychCentral, 2020).<\/span><\/p>\n
\nfamilies, education and health professionals so that the child with double
\nexceptionality develops fully!<\/span><\/p>\n
\nN.; O\u2019Brien, M. (2008). The Paradox of Giftedness and Autism. <\/span>https:\/\/files.eric.ed.gov\/fulltext\/ED535140.pdf<\/span><\/a><\/span><\/p>\n <\/span><\/span>
Davidson Institute (2020).
\nGifted children with 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>
NAGC (2020). Twice-Exceptional
\nat Home and School. Recuperado de 20 de mar\u00e7o, 2020, de
\nhttps:\/\/www.nagc.org\/twice-exceptional-home-and-school<\/span><\/span> <\/span>
\ndesenvolvimento socioemocional de alunos com altas habilidades\/superdota\u00e7\u00e3o
\n(AH\/SD) no contexto escolar: contribui\u00e7\u00f5es a partir de Vygotsky.<\/i> 166
\nf. Disserta\u00e7\u00e3o (Mestrado em Educa\u00e7\u00e3o) \u2013 Universidade Federal do Paran\u00e1.
\nCuritiba.
\nhabilidades\/superdota\u00e7\u00e3o (AH\/SD) e criatividade na escola: o olhar de Vygotsky
\ne de Steiner.<\/i> Tese. (Doutorado em Educa\u00e7\u00e3o) – Universidade Federal do
\nParan\u00e1. Curitiba.
\nof socio-emotional development of gifted students. In F. H. R.
\nPiske, T. Stoltz, A. Rocha & C. Costa-Lobo (Eds.). (2020). Socio-Emotional
\nDevelopment and Creativity of Gifted Students.<\/i> Coimbra: Imprensa da
\nUniversidade de Coimbra.