Qualidades essenciais de coaching para treinar crianças com deficiências de desenvolvimento
DOI:
https://doi.org/10.47197/retos.v72.117563Palavras-chave:
psicologia da educação, necessidades emocionais, comparação pareada, Processo (AHP)Resumo
Introdução: Trabalhar com crianças com deficiência requer estratégias eficazes e coaches bem qualificados. As deficiências do desenvolvimento incluem a perturbação do espectro do autismo, a síndrome de Down e a perturbação de défice de atenção/hiperatividade (PDAH).
Objectivo: Esclarecer as qualidades mais importantes valorizadas num coach de crianças com deficiências do desenvolvimento e se estes atributos são representativos dos elementos fundamentais para a criação de um ambiente de aprendizagem favorável.
Métodos: Uma entrevista não estruturada com uma amostra aleatória de 20 pais jordanos foi conduzida para expressar: Qual é a coisa mais importante que eles desejam do coach dos seus filhos? Após uma revisão da literatura, foi pedido a quatro especialistas jordanos em coaching para deficiências do desenvolvimento que classificassem cada qualidade acima das restantes, utilizando uma escala de importância de 1 a 9. Foi empregue uma estrutura de Processo Hierárquico Analítico (AHP), utilizando comparações pareadas para decompor julgamentos complexos em componentes geríveis e quantificáveis.
Resultados: Os pais identificaram quatro qualidades importantes, e a quinta qualidade (Expertise) foi adicionada após consulta com um especialista, como indicado por estudos anteriores.
Discussão: As qualidades foram classificadas por ordem de importância. Uma matriz foi normalizada e os pesos de prioridade locais foram calculados pela média de cada linha. Foram então realizadas verificações de consistência utilizando a Razão de Consistência (RC) para garantir julgamentos fiáveis. Os pesos de prioridade derivados concluíram que: a experiência em educação especial obteve a classificação mais elevada (S) com 36,4%, seguida pela empatia (E) com 27,7%, as competências de comunicação (C) com 18,2%, a paciência (P) com 10,9% e a adaptabilidade (A) com 6,8%.
Conclusões: Fornecer insights teóricos e práticos sobre as qualidades de coaching, informando os programas de desenvolvimento profissional e as estratégias de recrutamento para os coaches que trabalham com crianças com deficiências de desenvolvimento.
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