Fatores dificultadores da inclusão de crianças com paralisia cerebral na perspectiva do cuidador

• Ano de defesa: 2009
• Autor(a) principal: Denize Arouca Araujo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Crianças Portadoras de Deficiência; Paralisia Cerebral; Cuidadores; Educação; Educação Especial; Família; Crianças Portadoras de Deficiência/educação; Humanos; Fatores Socioeconômicos; Enfermagem; Preconceito; Questionários; Capacitação em Serviço
• Link de acesso: http://hdl.handle.net/1843/GCPA-7R3JE6

The insertion of disabled children in regular schools is a reality today, secured by law. Nonetheless, it is a challenge for a large number of schools, which are not prepared to work with the student with special needs. Therefore, the caregivers / mothers perceive the possibility of this inclusion with fear and worries. Some caregivers recognize the importance of school education, but show unconfident as they become aware of the unpreparedness of the regular school to receive their child. As we consider this background, and recognize the caregivers as an important support for the insertion of the children in the school, we propose this study to investigate factors perceived by the caregivers, which hinder the inclusion of the disabled children in the regular school. This is a quantitative descriptive study, and data were collected in the Associação Mineira de Reabilitação, in the city of Belo Horizonte, Minas Gerais, among 91 caregivers of children with cerebral palsy. Results reveal that, although the caregivers face many difficulties in the insertion of their children in the regular school, they see it optimistically. According to these caregivers, the most positive factors of this insertion are the opportunity to be with other children, which they consider to propitiate the development and learning of the disabled child, and the positive attitude of the school. As the most difficult factors for the insertion of their child in regular schools the caregivers mentioned a lack of school qualification for this particular condition, a need for an assistant, a lack of adapted equipments, and access difficulties. For those who had their children in specialized schools, the non qualification of the regular schools is the worse difficulty for the insertion of their children in regular schools. For those whose children are not yet in school, fears related to their unfamiliarity with schools are the main reason why they do not have their children in regular school. Results show that all caregivers who participated in this study are aware of the importance of having the school staff well prepared to recognize the special needs of the disabled children and to choose appropriate tools for their best social and cognitive development.