A deficiência física e o processo de inclusão no ensino regular: justaposições das condições de saúde e aprendizagem

• Ano de defesa: 2015
• Autor(a) principal: Christmann, Morgana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Inclusão; Deficiência física; Aprendizagem; Saúde; Inclusion; Disability; Learning; Health; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/17469

To study the inclusion of persons with disabilities incites one to reflect on health, given that health conditions can influence the development of learning. The aim of this study was better understand the inclusion process of students with Physical disabilities and motor impairments (DFM) in the regular school system, in order to contribute to the inclusion of these students considering their health as well as their disability. To address the objective, the non-probabilistic sample was composed of students with Physical disabilities and motor impairments (DFM), who studied from the 5th to the 9th grade, in the Municipal Education System of Santa Maria - RS, in 2014, as well as the parents of these students and also a teacher from each school. The research was carried out by a quantitative and qualitative exploratory approach, according to the assumptions of critical dialectical method. The instruments used were: an Interview Guide for Learning, Access and strategies of the DFM students for remaining in school, prepared by the researcher and applied to a teacher/educational coordinator, and two Interview Guides on Health Conditions and Student Learning with DFM consisting of open and closed questions. These questionnaires were applied to parents and students at different moments and times. The qualitative data analysis was performed through content analysis, and the quantitative data through the arithmetic average of frequency. Four categories were developed: Characteristics of the sample; Health condition, School and Learning Inclusion. It was concluded that students with DFM demonstrated difficulties related to the disability and learning with regard to mental health. However, physical health did not prove to be an impediment to learning, except in the case of students with physical disabilities of the upper limbs. Health and education are cross-cutting concepts in the discussion about learning.