Coordenadora do Laboratório de Neuropsicologia do Desenvolvimento, Fissuras e Anomalias Craniofaciais -HRAC/USP. RESUMOCompreender os pressupostos teóricos das anomalias craniofaciais e as implicações cognitivas da função atencional é essencial para que o professor, como mediador do processo educativo, compreenda seu aluno desatento com fissura labiopalatina, sindrômico ou não, e desenvolva estratégias de manejo em sala de aula. Este estudo caracterizou a concepção de professores sobre a função atencional, condições atípicas craniofaciais e o emprego de estratégias educativas relacionadas. Participaram 129 professores de ensino fundamental que responderam a um protocolo de investigação com questões sobre conceitos, características e estratégicas de intervenção. Os dados indicaram que 54% desconheciam as noções básicas sobre as temáticas, evidenciando repertórios limitados no trato ao aluno com anomalias craniofaciais e no emprego de estratégias efetivas de manejo atencional em sala de aula. Os resultados apontaram para a necessidade da adoção de programas de treinamento de competências e a difusão de conhecimento, como também, sinalizaram a importância de se rever as políticas públicas existentes no processo de formação de professores do ensino básico, essencial na capacitação por excelência, de profissionais da Educação. Palavras-chave: Neuropsicologia. Atenção. Professor. Fissura Palatina. Síndrome.

Niquerito-Bozza AV. Teleducation as a training tool for teacher of children with cleft lip and palate syndromes related to the attentional complaint [thesis]. Bauru: Hospital for Rehabilitation of Craniofacial Anomalies, University of São Paulo; 2017. Introduction: understanding the attentional function is one of the most relevance thing for the teacher as educational process mediator due the need to understand his student in the classroom. The insipient qualification of education professionals to deal with the learner with preserved development or its diversity, has represented a barrier to the success of the learning process of students in the regular school and special education. Increasingly the distance education has proved to be a resource that implies practicality by the quick and available access to training aimed at improving knowledge and consequently, teacher's qualification. Objective: training the elementary school teacher to identify changes in the attentional function of students with cleft lip and palate and syndromes related to attentional complaint. Method: the sample consisted of 129 regular teachers of both genders. After approval of the CEP, the research was developed in four stages. In the first stage of the study a virtual training base was created whose strategic methodological model was related to the learning concept without error of the behavior analysis, contemplating themes about attentional neuropsychological function and fundamentals of the atypical development of children with craniofacial anomalies. The training program in craniofacial anomalieseducational strategies of the attentional function (PTAC/A)-was built in four modules and at the end of each module is included questions of multiple choice, with the purpose of reinforcing and evaluating the understanding of the presented content. In the second stage of the study, as a baseline, the Attention Information Research Protocol (AIRP) was applied, containing questions related to the sample characterization and the participants' knowledge identification about the themes. In the third stage, the participants were submitted to 30-day PTAC/A training. Results: the data were analyzed descriptively and submitted to the statistical study to obtain levels of significance. The educational strategies adopted were effective in teaching the themes about the function and attention changes, and other correlates to the proposition, evidenced by the evolution of positive answers participants` correctness. The teacher training was considered effective, since it achieved a 50% gain in relation to the initially demonstrated, which showed satisfactory achievement. The reliability results of the program (<0.05) showed its effectiveness as a tool that enables teacher learning and improvement in the quality of knowledge in the related topic. Conclusion: after completing the program, it was possible to characterize the level of information provided by the teacher, which presented a 37.2% optimization of post-course performance. Therefore, the study all...