Resumo

MAIA, Samia Darcila Barros; SOUZA, Cleverton José Farias de  e  FERREIRA, Lúcio Fernandes. Teacher’s perception and Developmental Coordination Disorder: an integrative review study. R. Bras. Est. Pedag. [online]. 2021, vol.102, n.261, pp.398-414. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.102i261.4275.

The Developmental Coordination Disorder (DCD) refers to marked impairment in the development of an individual’s motor skills, a difficulty that interferes with their performance in school and of everyday activities. The perception of teachers about the student and their difficulties is fundamentally important, as it will promote strategies that help them cope with the problems they face in school. This paper aims to verify the existence of studies involving teachers’ perception of their student; to report which data collection instruments, regarding teacher perception, were used; and to identify studies dealing with how teachers perceive adolescents with DCD. The methodology used was the integrative review, since it includes the analysis of relevant research to support decision making. Protocol included choosing databases from which to search, the selection of keywords and the inclusion and exclusion criteria for the studies found within the time frame spanning from 1999 to 2019. Results showed 1,535 files on the subject in the general search, of which 11 are highlighted for their relevance, considering clarity and detailing of the information on the methodology and instruments used. It was verified the lack of studies in Brazil regarding teachers of students with DCD, which justifies the need for investment on this topic.

Palavras-chave : disorder of motor skill; inclusive education; teacher’s perception.

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