A rela??o entre os princípios da integra??o sensorial e dificuldades de aprendizagem na vis?o dos professores de educa??o infantil na cidade de Lagarto/SE/ The relation between the principles of sensorial integration and learning difficulties by the view of teachers from child education in the city of Lagarto/SE

摘要

The present study aims to understand the perception of early childhood education teachers about the principles of Sensory Integration (IS), as well as the identification of signs suggestive of Sensory Processing Dysfunction (DPS) and attributions to the learning process. The sample consisted of 3 early childhood education schools that together present a total of 49 teachers, of which only 13 agreed to participate in the research, where a questionnaire was applied and a semi-structured interview was conducted with the objective of profiling these teachers. Through this collection it was possible to find a difficulty in recognizing the principles of S, as well as in the relationship of the behaviors of children who present learning difficulties with signs of SD, with an attribution of these events to family factors and child age. However, it is concluded that teachers are not prepared to deal with children who present demands related to Sensory Processing Dysfunction, and that they cannot understand the importance of better investigation and evaluation of these children, by a qualified professional such as the Occupational Therapist.