The physical education and the Infantile Systemic Hyalinosis: A case report.

The purpose of this case report is to present the case study of a child with Systemic Infantile Hyalinosis in the educational attendance specialized in Physical Education and Art (dance). The collection took place through the Teachers' Field Diary and the interview with the child's mother. The pedagogical intervention lasted 15 months and took place at the swimming and dance workshops at the Catholic University of Brasilia, with two weekly classes in each workshop lasting 30 min each. The intervention was based on Henri Wallon's theory of emotions and sought freedom of expression, body experience, and the discovery of a body marked by disease and, in many moments, disrespected in its possibilities. At the end of the intervention, mobility, and range of motion gains were observed in motor terms, which were compromised due to the instability caused by the progressive disease. However, there were significant gains regarding self-esteem, which were relevant and significantly contributed to a better quality of life of the child.

The methodology of body approach for autists - a case study

Abstract Introduction: The Autistic Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction in multiple contexts and restricted and repetitive patterns of behavior, interests, or activities. Aim: The objective of this work was to present and analyze a program that offers specialized educational service in Physical Education and Art (dance), proposed for a student with ASD, based on a body approach methodology. Methods: A case study was carried out with a student with ASD for three years of corporal intervention practice with two weekly sessions at the Aquatic Activities and Body Expression sessions in a community project. Conclusion: It was possible to observe that the student demonstrated significant improvements in social interaction, communication, and development of the corporal scheme, confirming the effectiveness of the presented corporal intervention.

Expressão corporal/dança para autistas: um estudo de caso / Expression bory dance for autism: a case estudy / Expressión corporal/ danza para el autismo: un estudio de caso

O objetivo desse estudo de caso, realizado no período de agosto de 2010 a junho de 2011, foi verificar as contribuições de um trabalho de expressão corporal e dan­ça no desenvolvimento sócio­ emocional de um Autista. Para a coleta dos dados,foram analisados os relatórios psicológicos e psicopedagógicos do Aluno, os diários de classe da Professora de dança da Oficina Corpo e Expressão da UCB/SEEDF, observações de aula, relatório de 02 avaliações realizadas pelo grupo de estudos do projeto e uma entrevista com a mãe do Aluno, no final de um ano de observações. Concluiu­ se que o aluno Autista tem condições de se comunicar e se relacionar com o meio, desde que respeitadas suas possibilidades, e que a dança pode ser um meio efetivo na construção de perspectivas para sua definitiva inclusão educacional e social.

The present case study, carried out from August 2010 through July 2011, aimed to verify the contributions of a body language/dancing activity to the social­emotional development of an autistic child. The collected data consists of the individual’s psychological and psycho­pedagogical reports, the teacher’s record books from the Body and Expression Workshop held at UCB/SEEDF, class observation summaries, two assessments made by the research group on the dancing project and an interviewwith the individual’s mother at the end of an year of activity. It was concluded that the individual is able to communicate and to establish a relationship with the environment, as long as his possibilities are respected. Also, dancing maybe an effective tool in the construction of perspectives for a definite educationaland social inclusion of the autism.

El objetivo de este estudio de caso, realizado entre agosto 2010 a junio 2011, fue determinar las aportaciones de un trabajo de lenguaje corporal y de danza para el desarrollo socio­emocional de un autista. Para la recolección de datos, se analizó informes psico­pedagógico y psicológico acerca del estudiante, el libro de calificacionesde la maestra de la classe ­ Cuerpo y Expresión ­ de la UCB / SEEDF, observaciones de clases, 02 estudios de caso y una entrevista con lamadre del alumno al final de un año de observaciones. Se concluyó que la persona autista es capaz de comunicarse y relacionarse con el medio ambiente, de acuerdo con sus posibilidades, y que la danza puede ser una manera eficaz de construir las perspectivas de su inclusión educativa y social.