{"id":14055,"date":"2010-02-23T16:21:52","date_gmt":"2010-02-23T19:21:52","guid":{"rendered":"http:\/\/www.inclusive.org.br\/?p=14055"},"modified":"2010-02-23T16:21:52","modified_gmt":"2010-02-23T19:21:52","slug":"sindrome-de-down-teimoso-e-quem-faz-a-teimosia-conselhos-para-professores","status":"publish","type":"post","link":"https:\/\/inclusivenews.com.br\/?p=14055","title":{"rendered":"S\u00edndrome de Down – Teimoso \u00e9\u2026 quem faz a teimosia – Conselhos para professores"},"content":{"rendered":"
\n
\n
\"\"<\/a><\/dt>\n
Joao Teimoso<\/dd>\n<\/dl>\n

por Carol Johnson, Calgary, Alberta, Canad\u00e1<\/p>\n

Tradu\u00e7\u00e3o: Luciene Code\u00e7o Coelho<\/p>\n

Para mim \u00e9 interessante ver como muitas pessoas falam sobre a teimosia de suas crian\u00e7as como se isso fizesse parte do fato de terem s\u00edndrome de Down. Na realidade, em algumas situa\u00e7\u00f5es, ser teimoso pode ser um tra\u00e7o positivo.<\/p>\n

\u00c0s vezes ouvimos que o motivo de algumas pessoas se tornarem vencedoras em uma situa\u00e7\u00e3o
\nfoi porque…\u201cEu era teimoso e n\u00e3o deixava ningu\u00e9m me obrigar a fazer o que eu n\u00e3o queria\u201d. \u201cPensavam que eu ia entregar os pontos, mas eu era teimoso demais para desistir facilmente\u201d.<\/p>\n

Ent\u00e3o, que comportamento teimoso \u00e9 este que vemos entre alunos que tem s\u00f3drome de Down e
\ncomo encar\u00e1-lo?<\/p>\n

Vejo a teimosia como um resultado direto da falta de habilidade e\/ou forma de se expressar para negociar uma posi\u00e7\u00e3o.<\/p>\n

Normalmente, tomamos uma atitude sobre algo que nos interessa, e, certo ou errado, nos atrelamos a ela, insistimos nesta atitude at\u00e9 que entendamos ou concordemos com o ponto de vista de outras pessoas.<\/p>\n

Um aluno com s\u00edndrome de Down continua a fazer coisas de uma maneira espec\u00edfica porque ela \u00e9 segura, conhecida e funcionou no passado. Quando tentamos mudar seu comportamento e introduzir novas coisas, amea\u00e7amos sua seguran\u00e7a.<\/p>\n

Alguns de n\u00f3s estamos abertos \u00e0 mudan\u00e7as e aceitamos a mudan\u00e7a melhor do que outros. Isso tamb\u00e9m acontece com alunos com syndrome de Down.<\/p>\n

Alguns de n\u00f3s conseguimos defender o nosso lado da quest\u00e3o, outros podem ser persuasivos e convencer as pessoas do nosso ponto de vista sem ter que fazer mudan\u00e7as \u2013 a outra pessoa que muda.<\/p>\n

Alunos com s\u00edndrome de Down geralmente n\u00e3o lidam bem com isso. Normalmente a linguagem deles \u00e9 mais limitada e eles podem n\u00e3o dispor da flexibilidade cognitiva necess\u00e1ria para se expresser, al\u00e9m de uma vis\u00e3o mais ampla do mundo para sa\u00edrem vencedores de discuss\u00f5es. Dessa forma, eles parecem teimosos. Imagine s\u00f3: se voc\u00ea estivesse em uma situa\u00e7\u00e3o em que n\u00e3o entendesse o que estivesse se passando e as pessoas estivessem tentando que voc\u00ea
\nfizesse alguma coisa com a qual voc\u00ea n\u00e3o se sentisse seguro, o que faria?<\/p>\n

Voc\u00ea resistiria, continuaria a fazer aquela coisa da forma como soubesse, seria visto como
\nteimoso. Como agir se voc\u00ea n\u00e3o tem habilidade verbal para partilhar seus pontos de vista? Como se comportar se a outra parte n\u00e3o lhe entendeu ou n\u00e3o se importou com o que voc\u00ea tinha a dizer? Da\u00ed, voc\u00ea seria punido ou censurado porque foi visto como teimoso. Como isso afetaria seu n\u00edvel de coopera\u00e7\u00e3o da pr\u00f3xima vez?<\/p>\n

Como voc\u00ea responderia a essas pessoas que \u201co levaram a fazer alguma coisa que voc\u00ea n\u00e3o entendeu, nem mesmo concordou? \u201d Voc\u00ea pode se tornar mais teimoso ou resistente. As pessoas, ent\u00e3o, ver\u00e3o esta atitude como \u201crebeldia\u201d ou um \u201cproblema\u201d.<\/p>\n

Elas entender\u00e3o que sua teimosia \u00e9 alguma coisa que existe, independentemente de voc\u00ea ter uma vis\u00e3o diferente da mesma situa\u00e7\u00e3o ou ser incapaz de comunicar, com sucesso, seu ponto de vista.<\/p>\n

Como poderemos mudar este modelo?<\/p>\n

Deixando de lado o mito da teimosia e vendo o comportamento teimoso como uma resist\u00eancia. Resist\u00eancia a alguma coisa nova, resist\u00eancia a alguma coisa que n\u00e3o foi entendida, resist\u00eancia a ter outros no controle, resist\u00eancia a algu\u00e9m em que eles podem n\u00e3o confiar ou entender.<\/p>\n

A \u00fanica maneira de ajudar algu\u00e9m a tornar-se menos resistente \u00e9 ajud\u00e1-lo a se sentir seguro bastante para tentar coisas novas e diferentes.<\/p>\n

Quando as crian\u00e7as s\u00e3o mais novas, n\u00e3o reagem muito bem \u00e0 mudan\u00e7as e se retraem.
\n\u00c0 medida que crescem , usam estrat\u00e9gias que deram certo no passado: se retraindo, n\u00e3o olhando, fazendo bei\u00e7o, gritando, se sentando ou se jogando no ch\u00e3o (comportamento de teimosia).<\/p>\n

Quando o aluno se mostra muito teimoso, isso \u00e9 sinal que este comportamento deve ter dado certo no passado; ao usar este repert\u00f3rio de estrat\u00e9gias o aluno estar\u00e1 se sentindo seguro. Os adultos s\u00e3o parte do problema.<\/p>\n

Ensinamos \u00e0s crian\u00e7as o que devem fazer, para que paremos de pression\u00e1-las ou para que as deixemos como querem. Algumas vezes, ficamos zangados.<\/p>\n

*Quando ficamos zangados, as crian\u00e7as se tornam mais resistentes por n\u00e3o entenderem o que est\u00e1 acontecendo e ficam, freq\u00fcentemente, nervosas tamb\u00e9m. Quantos de n\u00f3s reagimos com raiva, se estivermos nervosos com uma situa\u00e7\u00e3o? Quantos de n\u00f3s ficar\u00edamos menos \u201cteimosos\u201d se algu\u00e9m nos obrigasse a fazer algo que n\u00e3o nos sent\u00edssemos seguros?\u201d*<\/p>\n

Quando se deparar com um aluno que pare\u00e7a teimoso, pense no seguinte:<\/p>\n

1. Embora fa\u00e7a sentido para voc\u00ea, pode n\u00e3o fazer sentido para este aluno. Como poder\u00e1 ajud\u00e1-lo a adquirir uma melhor compreens\u00e3o sobre o que voc\u00ea est\u00e1 querendo? Lembre-se: apenas dizer o que \u00e9 \u201cbom\u201d para eles, n\u00e3o ajuda. Voc\u00ea pode demonstrar, agir, de maneira que a sua solicita\u00e7\u00e3o tenha uma resposta positiva? Eles poderiam tentar fazer o que lhes \u00e9 pedido em pequenas etapas? Voc\u00ea poderia achar um meio de esclarecer mais sobre sua solicita\u00e7\u00e3o, de uma maneira menos amea\u00e7adora? Que esp\u00e9cie de linguagem voc\u00ea est\u00e1 usando?<\/p>\n

2. Haveria um jeito de ajudar o aluno a usar outros meios de dizer… \u201cn\u00e3o\u201d, \u201cespere\u201d, \u201ctenho medo disso\u201d, \u201c o que voc\u00ea quer que eu fa\u00e7a?\u201d ao inv\u00e9s do comportamento que \u00e9 de teimosia?<\/p>\n

3. Siga o velho ad\u00e1gio \u201cVen\u00e7a-os com mel\u201d. Nenhum ser humano reagir\u00e1 positivamente sob coer\u00e7\u00e3o. Em situa\u00e7\u00f5es novas, use alguma coisa que os alunos j\u00e1 tenham experimentado e que tenham gostado; parta do que o aluno j\u00e1 conhe\u00e7a e construa a partir da\u00ed. Trabalhe uma experi\u00eancia nova com alguma coisa que j\u00e1 \u00e9 bem sucedida e apreciada pelo aluno. Use brincadeira, m\u00fasicas, jogos, etc. para ajudar um aluno a lidar com novas experi\u00eancias. Observar outra crian\u00e7a ser bem sucedida pode n\u00e3o funcionar pois alguns alunos n\u00e3o aprendem por observar os outros e ent\u00e3o poder\u00e3o n\u00e3o entender que eles tamb\u00e9m poderiam ter sucesso.<\/p>\n

4. Temos que ter uma rela\u00e7\u00e3o de confian\u00e7a com algu\u00e9m, para que possamos obter dele uma resposta positiva. Alguns alunos custam a chegar a este n\u00edvel de confian\u00e7a. Voc\u00ea n\u00e3o poder\u00e1 ser o que pune, mas o que constr\u00f3i uma rela\u00e7\u00e3o de confian\u00e7a com o aluno. Voc\u00ea n\u00e3o poder\u00e1 impor alguns comportamentos e refor\u00e7ar outros; esta inconsist\u00eancia causar\u00e1 estresse; os
\nalunos poder\u00e3o nunca se sentir suficientemente seguros o com voc\u00ea.<\/p>\n

5. Quando voc\u00ea sentir que est\u00e1 ficando aborrecido, pare, sorria, caminhe, relaxe, conte at\u00e9 10, etc. Solte a tens\u00e3o e, depois tente outra vez…. Talvez de um modo diferente. Por vezes, os alunos se aproximar\u00e3o justo por voc\u00ea ter se acalmado. Ent\u00e3o reinicie o relacionamento de um modo que n\u00e3o seja amea\u00e7ador.<\/p>\n

Algumas das melhores pessoas s\u00e3o bastante teimosas para insistir quando muitas outras desistem das crian\u00e7as. Una-se \u00e0s primeiras.<\/p>\n

Seja teimoso (insistente) em rela\u00e7\u00e3o \u00e0 habilidade da crian\u00e7a para aprender e a ajude a se sentir segura o bastante para aventurar-se em um novo
\nterrit\u00f3rio juntamente com voc\u00ea.<\/p>\n

Fonte:<\/p>\n

http:\/\/www.ndsccenter.org\/resources\/documents\/stubborn.php<\/a>
\nStubborn is…as Stubborn Does<\/strong>
\nBy Carol Johnson, Calgary, Alberta, Canada<\/p>\n

It is interesting to me how many people talk about their child’s stubborn behavior as if it was part and parcel with having Down syndrome. It isn’t.<\/p>\n

There are many people who are stubborn who do not have DS. In fact, in some situations, being stubborn is seen as a positive trait.<\/p>\n

I have heard people say that the reason they came out as winners in a situation was because…<\/p>\n

“I was stubborn and no one was going to push me around.”<\/p>\n

“They thought I would cave, but I was too stubborn to give up easily.”<\/p>\n

So, what is this stubborn behavior that we see with students who have DS and how can we think about it?<\/p>\n

I see stubborn behavior as a direct result of lacking the skills and\/or language to negotiate a position.<\/p>\n

Often, we will take a stance on something we care about and, right or wrong, stick to that stance until we understand or agree with another’s view.<\/p>\n

A student with DS will continue to do things in a specific way because it is safe, it is known and it has worked in the past. When we try to change their behavior, when we try to introduce new things, we threaten their “safe place.”<\/p>\n

Some of us are open to change and will accept change far better than others. This is the same for students with DS.<\/p>\n

Some of us are able to argue our side of the issue, some of us can be persuasive and bring people to our view and not have to change – the other person changes.<\/p>\n

Students with DS cannot do this as well. They lack the language, the cognitive flexibility needed in verbal discourse and the larger world view to win many verbal arguments. So…they look stubborn.<\/p>\n

Think about it. If you were in a situation where you did not understand what was going on around you and people were trying to get you to do something you were unsure of, what would you do?<\/p>\n

You would resist, you would stay doing what you know, you would be seen as stubborn. What if you did not have the language skills to share your views, what if the other party did not understand you or did not care about what you had to say? Then, you were punished or censured because you were seen as stubborn. How would this affect your level of cooperation the next time?<\/p>\n

How would you respond to these people who “made you do something you did not understand nor even agree with?” You may become even more stubborn or resistive. And, they, in turn would see this as “noncompliance” or as a “problem.”<\/p>\n

They would respond in a way that assumes that your stubbornness is something that exists on its own; apart from you having a different view of the same situation or apart from your being unable to communicate your point of view successfully.<\/p>\n

How can we change the pattern?<\/strong>
\nBy letting go of the myth of stubbornness and seeing stubborn behavior as resistance. Resistance to something new, resistance to something that is not understood, resistance to having others be in control, resistance to someone they may not trust or understand. The only way to help anyone become less resistant is to help them to feel safe enough to try something new or different.<\/p>\n

When children are young, they will not respond very well to changes and will withdraw. As they grow older, they will use strategies that have worked in the past\u2026withdrawing, not looking, pouting, sitting, throwing themselves down (stubborn-looking behaviors).<\/p>\n

The more stubborn a student looks, the more useful this behavior has been in the past; using this repertoire of strategies has allowed the student to remain in a safe place.<\/p>\n

Adults are part of the problem.<\/strong>
\nWe have taught children what they need to do so we will stop pushing or so we will leave them as they want to be. Then, sometimes, we become angry.<\/p>\n

As we become angry, children resist further as they do not understand what is happening and are often upset with the situation as well. How many of us respond to anger if we are nervous about a situation?<\/p>\n

How many of us would become less “stubborn” if someone demands that we do something that we are not sure about?<\/p>\n

When faced with a student who appears to be stubborn, think about the following:<\/p>\n

    \n
  1. Although this makes sense to you, it must not make sense to this student. How can you help the student gain a better understanding of what it is you are wanting? Remember, saying that it is “good” for them is not helpful. Can you show, act out, the positive outcome of the request? Can they try it in small steps? Can you find a way to make it clearer, less threatening? What kind of language are you using?<\/li>\n
  2. Is there a way to help the student use other means to say… “no,” “wait,” “this is scary,” “you want me to do what?” other than the behavior that is being seen? Until a student has some way of communicating with others, the resistance will look like stubborn behavior.<\/li>\n
  3. Follow the old adage “Win them over with honey.” Any human being will respond to positives over coercion. Always enter a new situation using something that the student likes from other situations, go from what the student already knows and build on it. Pair a new experience with something that is already successful and liked by the student. Use play, songs, games, etc. to help a student deal with new experiences. Watching another student have success may not work as some students do not learn from watching others so they may not understand that they too could have that success.<\/li>\n
  4. You need to have a trusting relationship with anyone before they will try something new just because you told them to do it. Some students take a long time to reach that level of trust. You cannot be the “punisher” and build a trusting relationship with a student. You cannot coerce some behaviors and reinforce others; this inconsistency will cause stress; students may never feel safe enough with you to let go of those behaviors that help them feel safe.<\/li>\n
  5. When you feel yourself becoming angry, stop, laugh, walk, relax, count, etc. Release the tension in the situation and then try again\u2026maybe in a different way. Sometimes students will come around just because you have calmed down and re-entered the relationship in a way that is not threatening.<\/li>\n<\/ol>\n

    Some of the best people are just stubborn enough to hang in there when many others have given up on a child. So, join them.<\/p>\n

    Be stubborn about a child’s ability to learn and help him or her to feel safe enough to venture into new territory with you alongside.<\/p>\n

    Editor’s note: This article was originally printed in the Canadian Down Syndrome Society <\/em>Quarterly in 1998. It is reprinted here with the author’s permission.<\/em><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Para mim \u00e9 interessante ver como muitas pessoas falam sobre a teimosia de suas crian\u00e7as como se isso fizesse parte do fato de terem s\u00edndrome de Down. 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