Introduction: Motor behavior is one of the components that determines the quality of school performance in students affected by Asperger Syndrome (AS). Aim: The purpose of this study has been defined in the validating of pedagogical didactic repercussion pursued through a remodeling of the curricular hours, implementing a motor and artistic path. Methods: The research was developed in three school years analyzing the problems related to awkwardness or maldroitress and the difficulty of writing revealed by a subject affected by the Asperger Syndrome attending the secondary School in Naples. Results: The checks coincided with the school term and demonstrated the continuous improvement of the performances of the subject who, at the end of the three years course, managed to control motor behavior, performed written tasks respecting the spaces delimited by margins and lines and has agreed to answer to oral questions with the help of concept maps. Conclusion: The motor proposals oriented to the adequate acquisition of the body and motor scheme as well as the coordination and conditional abilities through training courses related to learning and strengthening coordination, spatio-temporal aspect and movement-control have enabled overcome the considerable motor and relational difficulties of the subject.

ASPERGER SYNDROME AND HIGH FUNCTIONING: MOTOR LEARNING AND SCHOOL PERFORMANCE. A CASE STUDY

Pietro Montesano;Filomena Mazzeo
2020

Abstract

Introduction: Motor behavior is one of the components that determines the quality of school performance in students affected by Asperger Syndrome (AS). Aim: The purpose of this study has been defined in the validating of pedagogical didactic repercussion pursued through a remodeling of the curricular hours, implementing a motor and artistic path. Methods: The research was developed in three school years analyzing the problems related to awkwardness or maldroitress and the difficulty of writing revealed by a subject affected by the Asperger Syndrome attending the secondary School in Naples. Results: The checks coincided with the school term and demonstrated the continuous improvement of the performances of the subject who, at the end of the three years course, managed to control motor behavior, performed written tasks respecting the spaces delimited by margins and lines and has agreed to answer to oral questions with the help of concept maps. Conclusion: The motor proposals oriented to the adequate acquisition of the body and motor scheme as well as the coordination and conditional abilities through training courses related to learning and strengthening coordination, spatio-temporal aspect and movement-control have enabled overcome the considerable motor and relational difficulties of the subject.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11367/83387
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