EDUCAÇÃO MULTICULTURAL E JOGOS USANDO REALIDADE AUMENTADA NO TDAH
DOI:
https://doi.org/10.47820/jht.v3i1.50Palavras-chave:
Transtorno de Déficit de Atenção e Hiperatividade (TDAH) , Desenvolvimento Social e Emocional, Educação Multicultural, Crianças de Minorias ÉtnicasResumo
De acordo com dados recentes, muitas comunidades em todo o mundo são hoje em dia multiculturais. Acredita-se que a cultura tenha um impacto significativo na criação de materiais terapêuticos, modelos de prática, instrumentos de avaliação e colaboração do cliente. Além disso, trabalhos recentes abordam a interação entre um terapeuta e um cliente e a necessidade de compreender as necessidades sociais de uma criança. Mesmo com avanços significativos no desenvolvimento e fornecimento de tratamentos eficientes para crianças com TDAH, os jovens e adolescentes de minorias étnicas continuam a ficar atrás dos seus pares não pertencentes a minorias em termos de diagnóstico e taxas de tratamento. Vários obstáculos de aprendizagem e comportamentais estão ligados a este transtorno devido a dificuldades de funcionamento cognitivo e metacognitivo. Os indivíduos só podem integrar-se plenamente na sociedade se estas funções tiverem sido adquiridas. As crianças podem adquirir estratégias alternativas para gerir os seus défices cognitivos e adaptar-se a diferentes circunstâncias, utilizando a atenção interna para desenvolver a autoconsciência, a autorregulação e o autocontrolo. O rápido progresso da pesquisa levou ao desenvolvimento de diversas estratégias medicinais e psicológicas para o tratamento do TDAH, que auxiliam significativamente no manejo dos sintomas. O objetivo do presente estudo é compreender as diversas abordagens terapêuticas utilizadas para ajudar crianças de minorias raciais e étnicas que sofrem de TDAH. Essas abordagens incluem jogos que usam ambientes de realidade aumentada (AR).
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