School inclusion: the perspective of mothers of students with Down Syndrome

Detalhes bibliográficos
Autor(a) principal: Smeha, Luciane Najar
Data de Publicação: 2014
Outros Autores: Oliveira, Véra Lúcia Pacheco de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/5908
Resumo: The research aimed to know the perception of the parents on the pertaining to school life of their child with Down syndrome. Its objective was to identify feelings, to know experiences and factors that contribute or make the process difficult, bringing in the problematic of inclusion in regular public system of Santa Maria, Rio Grande do Sul. A qualitative research, with five mothers, was carried through. The data collected in semistructuralized interview had been analyzed based on Bardin (2002). Three final categories had emerged: the search for the inclusion of the child with Down syndrome; the fragility of the inclusion in the regular education net; the contributions and difficulties of the inclusion process in regular schools. Results point that the disparities between what it is ranked as ideal and what it carries through in the practical way is seen by mothers as an inefficient and harmful process to the mental health of children. Disturbing experiences are provoked by the lack of observation of what can be found in the inclusive rank of laws and rules, making the mothers feel hurt, sadness, and frustration. The inclusion law shows that there’s an obligation in accepting all the children without distinction, however, it does not show the ways to make it possible, or how to include each context, taking into account its especificities, what makes each experience singular. A single solution is difficult to point out, since the school was constituted, and still remains, as an exculpatory institution. However, the task to include the child with Down syndrome passes for the commitment to discover and organize actions to solve, in an adequate way, the people’s expectations.
id UFSM-9_9e7281cb5e9d1dee4363caa352641196
oai_identifier_str oai:ojs.pkp.sfu.ca:article/5908
network_acronym_str UFSM-9
network_name_str Revista Educação Especial (UFSM)
repository_id_str
spelling School inclusion: the perspective of mothers of students with Down SyndromeInclusão escolar: a perspectiva das mães de alunos com Síndrome de DownMothersSchool InclusionDown syndrome.The research aimed to know the perception of the parents on the pertaining to school life of their child with Down syndrome. Its objective was to identify feelings, to know experiences and factors that contribute or make the process difficult, bringing in the problematic of inclusion in regular public system of Santa Maria, Rio Grande do Sul. A qualitative research, with five mothers, was carried through. The data collected in semistructuralized interview had been analyzed based on Bardin (2002). Three final categories had emerged: the search for the inclusion of the child with Down syndrome; the fragility of the inclusion in the regular education net; the contributions and difficulties of the inclusion process in regular schools. Results point that the disparities between what it is ranked as ideal and what it carries through in the practical way is seen by mothers as an inefficient and harmful process to the mental health of children. Disturbing experiences are provoked by the lack of observation of what can be found in the inclusive rank of laws and rules, making the mothers feel hurt, sadness, and frustration. The inclusion law shows that there’s an obligation in accepting all the children without distinction, however, it does not show the ways to make it possible, or how to include each context, taking into account its especificities, what makes each experience singular. A single solution is difficult to point out, since the school was constituted, and still remains, as an exculpatory institution. However, the task to include the child with Down syndrome passes for the commitment to discover and organize actions to solve, in an adequate way, the people’s expectations.http://dx.doi.org/10.5902/1984686X5908 Este trabalho surge da necessidade de se investigar o que dizem os manuais diagnósticos acerca da deficiência mental, principalmente, no que se refere ao conceito de deficiência mental, aos critérios de diagnóstico e classificação. Na presente pesquisa trabalhou-se com: o Manual Diagnóstico e Estatístico de Transtornos Mentais – DSM-IV (2002); a Classificação Internacional das Doenças – CID-10, (OMS, 1993); a Classificação Internacional de Funcionalidade, Incapacidade e Saúde – CIF, (OMS, 2003); e com Retardo mental: definição, classificação e sistemas de apoio (AAMR, 2002). Os pressupostos teóricos do pensamento sistêmico serviram de ferramenta analítica do material investigado. Foi possível observar uma estreita ligação entre a proposição teórica dos diferentes manuais. Apesar da existência de algumas diferenças, essas mudanças não chegam a produzir uma ruptura epistemológica nas formas de se conceber e identificar o fenômeno em questão, apresentando-se filiada aos pressupostos tradicionais do pensamento científico. Entende-se que a compreensão teórico-conceitual a respeito do fenômeno da deficiência mental traz implicações diretas na proposição e nas configurações das práticas pedagógicas, justificando-se, desta forma, realização desse estudo.Universidade Federal de Santa Maria2014-06-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/590810.5902/1984686X5908Special Education Magazine; Revista Educação Especial, v. 27, n. 49, maio/ago. 2014; 403-416Revista de Educación Especial; Revista Educação Especial, v. 27, n. 49, maio/ago. 2014; 403-416Revista Educação Especial; Revista Educação Especial, v. 27, n. 49, maio/ago. 2014; 403-4161984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/5908/pdfSmeha, Luciane NajarOliveira, Véra Lúcia Pacheco deinfo:eu-repo/semantics/openAccess2015-06-02T17:28:23Zoai:ojs.pkp.sfu.ca:article/5908Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:28:23Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv School inclusion: the perspective of mothers of students with Down Syndrome
Inclusão escolar: a perspectiva das mães de alunos com Síndrome de Down
title School inclusion: the perspective of mothers of students with Down Syndrome
spellingShingle School inclusion: the perspective of mothers of students with Down Syndrome
Smeha, Luciane Najar
Mothers
School Inclusion
Down syndrome.
title_short School inclusion: the perspective of mothers of students with Down Syndrome
title_full School inclusion: the perspective of mothers of students with Down Syndrome
title_fullStr School inclusion: the perspective of mothers of students with Down Syndrome
title_full_unstemmed School inclusion: the perspective of mothers of students with Down Syndrome
title_sort School inclusion: the perspective of mothers of students with Down Syndrome
author Smeha, Luciane Najar
author_facet Smeha, Luciane Najar
Oliveira, Véra Lúcia Pacheco de
author_role author
author2 Oliveira, Véra Lúcia Pacheco de
author2_role author
dc.contributor.author.fl_str_mv Smeha, Luciane Najar
Oliveira, Véra Lúcia Pacheco de
dc.subject.por.fl_str_mv Mothers
School Inclusion
Down syndrome.
topic Mothers
School Inclusion
Down syndrome.
description The research aimed to know the perception of the parents on the pertaining to school life of their child with Down syndrome. Its objective was to identify feelings, to know experiences and factors that contribute or make the process difficult, bringing in the problematic of inclusion in regular public system of Santa Maria, Rio Grande do Sul. A qualitative research, with five mothers, was carried through. The data collected in semistructuralized interview had been analyzed based on Bardin (2002). Three final categories had emerged: the search for the inclusion of the child with Down syndrome; the fragility of the inclusion in the regular education net; the contributions and difficulties of the inclusion process in regular schools. Results point that the disparities between what it is ranked as ideal and what it carries through in the practical way is seen by mothers as an inefficient and harmful process to the mental health of children. Disturbing experiences are provoked by the lack of observation of what can be found in the inclusive rank of laws and rules, making the mothers feel hurt, sadness, and frustration. The inclusion law shows that there’s an obligation in accepting all the children without distinction, however, it does not show the ways to make it possible, or how to include each context, taking into account its especificities, what makes each experience singular. A single solution is difficult to point out, since the school was constituted, and still remains, as an exculpatory institution. However, the task to include the child with Down syndrome passes for the commitment to discover and organize actions to solve, in an adequate way, the people’s expectations.
publishDate 2014
dc.date.none.fl_str_mv 2014-06-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/5908
10.5902/1984686X5908
url http://periodicos.ufsm.br/educacaoespecial/article/view/5908
identifier_str_mv 10.5902/1984686X5908
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/5908/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 27, n. 49, maio/ago. 2014; 403-416
Revista de Educación Especial; Revista Educação Especial, v. 27, n. 49, maio/ago. 2014; 403-416
Revista Educação Especial; Revista Educação Especial, v. 27, n. 49, maio/ago. 2014; 403-416
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
_version_ 1799944199516192768