Pupils with myelomeningocele: a quarrel on its participation on school context

• Autor(a) principal: Assis, Caroline Penteado
• Data de Publicação: 2011
• Outros Autores: Martinez, Claudia Maria Simões
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/3271
• topic: Myelomeningocele; School inclusion; Participation.

The objective of this study was to describe how teachers assess the educational performance of students with myelomeningocele sequelae and even relate similarities and differences in the vision identified by teachers and researchers. They were part of this research six teachers from three students with myelomeningocele sequelae included in regular education. The instruments used for data collection were the Scale of Teachers’ Perception about the sequelae of Students with Spina Bifida and Observation Guide for Student Performance sequel with myelomeningocele. We analyzed the data based on qualitative and comparative approach. The results revealed that there were difficulties in identifying teachers for special educational needs presented by students with myelomeningocelesequelae. This identification is considered outdated as a precursor factor of these problems include school students, as committed to meeting the needs of specific school. Thus it is believed that health professionals from forming partnerships with teachers, can contribute towards the realization of integrated training and aiming to alleviate the challenges in inclusive education.