Fatores educacionais e psicossociais associados a indicadores de deficiências de crianças/adolescentes de quatro municípios brasileiros

• Ano de defesa: 2015
• Autor(a) principal: Zaqueu, Livia da Conceição Costa
• Orientador(a): Paula, Cristiane Silvestre de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: deficiência; prevalência; criança; adolescente; estudos transversais
• Área do conhecimento CNPq: CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM; CNPQ::CIENCIAS HUMANAS::EDUCACAO; CNPQ::CIENCIAS DA SAUDE::SAUDE COLETIVA; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24546

This thesis aimed to: (1) To estimate the risk indicators of rate of disability and according to four types (intellectual, visual, motor and auditory) in a sample of school children 6 to 16 years in four cities from four regions of Brazil; (2) Know educational and psychosocial factors of the same sample of children and adolescents associated with the four types of disability risk indicators. The method consists of cross-sectional study. The following instruments were used: Ten Questions Questionnaire consisting of 10 questions to detect disability indicators; sociodemographic questionnaire; Academic Performance Test; Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime (K-SADS) for psychiatric diagnosis. Wechsler Intelligence Scale for Children (WISC III) to assess the intellectual capacity of children. The prevalence of disability indicators was 41.4% (N=694). The highest percentage was of intellectual disabilities (24.8%), followed by visual (15.1%). Logistic regression revealed statistically significant associations between: (1) visual disability and depression (p=0.006) and academic performance (p=0.030); (2) hearing disability and physical punishment (p = 0.003); (3) intellectual disability and anxiety (p = 0.002), depression (p = 0.007), attention deficit disorder and hyperactivity (p<0.001), repetition (p<0.001) and academic performance (p<0.001); (4) motor and academic performance (p=0.032). We concluded that different psychosocial and educational factors were associated with different indicators of disabilities, thus requiring specific interventions and specialized educational care for the specific needs presented by children/adolescents, both in educational and mental health spheres.