Teachers' perception of school functionality and participation of children with cerebral palsy
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/35777 |
Resumo: | Purpose: To analyze the perception of teachers about the functionality and school participation of children with cerebral palsy (CP). Methods: Descriptive, exploratory, observational study with a mixed design of quantitative and qualitative approach, carried out with 14 teachers, who were interviewed in a questionnaire model, based on the International Classification of Functionality, Disability and Health (ICF). The reports were transcribed and quantified based on the domains and codes of the second level of the ICF, for better analysis. Results: The reports pointed out aspects that facilitate the participatory process of children through the attitudes of the people who make up the school support network. However, the challenges to school inclusion were highlighted, related to issues of recreation, leisure and mobility, restricting participation and environmental barriers, as for services, systems and policies related to construction, architecture, health, and education. Conclusion: Such aspects reinforce the importance of interventions focused on the individuality of the child, taking into account the entire context in which he lives, and not just the intervention limiting the modification of the affected body structures and function. Thus, the teachers interviewed focused on participation in mobility and recreation activities linked to interdisciplinary work, qualification of education professionals, and readjustments in school infrastructure as challenges for greater participation of children with CP. |
id |
UNIFEI_14e54375f7cd43cc015ffb03cbe59801 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/35777 |
network_acronym_str |
UNIFEI |
network_name_str |
Research, Society and Development |
repository_id_str |
|
spelling |
Teachers' perception of school functionality and participation of children with cerebral palsyPercepción de los profesores sobre la funcionalidad y participación escolar de niños con parálisis cerebralPercepção dos professores sobre a funcionalidade e participação escolar de crianças com paralisia cerebralCIFCriança com deficiênciaParticipaçãoFuncionalidadeInclusão escolar.ICFDisabled childrenParticipationFunctionalitySchool inclusion.CIFNiño con deficienciaParticipaciónFuncionalidadInclusión escolar.Purpose: To analyze the perception of teachers about the functionality and school participation of children with cerebral palsy (CP). Methods: Descriptive, exploratory, observational study with a mixed design of quantitative and qualitative approach, carried out with 14 teachers, who were interviewed in a questionnaire model, based on the International Classification of Functionality, Disability and Health (ICF). The reports were transcribed and quantified based on the domains and codes of the second level of the ICF, for better analysis. Results: The reports pointed out aspects that facilitate the participatory process of children through the attitudes of the people who make up the school support network. However, the challenges to school inclusion were highlighted, related to issues of recreation, leisure and mobility, restricting participation and environmental barriers, as for services, systems and policies related to construction, architecture, health, and education. Conclusion: Such aspects reinforce the importance of interventions focused on the individuality of the child, taking into account the entire context in which he lives, and not just the intervention limiting the modification of the affected body structures and function. Thus, the teachers interviewed focused on participation in mobility and recreation activities linked to interdisciplinary work, qualification of education professionals, and readjustments in school infrastructure as challenges for greater participation of children with CP.Objetivo: Analizar la percepción de los docentes sobre la funcionalidad y participación escolar de los niños con parálisis cerebral (PC). Métodos: Estudio descriptivo, exploratorio, observacional con diseño mixto de enfoque cuantitativo y cualitativo, realizado con 14 docentes, quienes fueron entrevistados mediante un modelo de cuestionario, basado en la Clasificación Internacional del Funcionamiento, Discapacidad y Salud (CIF). Los informes fueron transcritos y cuantificados con base en los dominios y códigos del segundo nivel de la ICF, para un mejor análisis. Resultados: Los relatos señalaron aspectos que facilitan el proceso participativo de los niños a través de las actitudes de las personas que integran la red de apoyo de los estudiantes. Sin embargo, se destacaron los desafíos para la inclusión escolar, relacionados con temas de recreación, esparcimiento y movilidad, restricción de la participación y barreras ambientales, en cuanto a servicios, sistemas y políticas relacionadas con la construcción, la arquitectura, la salud y la educación. Conclusión: Estos aspectos refuerzan la importancia de las intervenciones enfocadas en la individualidad del niño, teniendo en cuenta todo el contexto en el que vive, y no solo la intervención limitando la modificación de la función y estructuras corporales afectadas. Así, los docentes entrevistados enfocaron la participación en actividades de movilidad y recreación vinculadas al trabajo interdisciplinario, la calificación de los profesionales de la educación y los reajustes en la infraestructura escolar como desafíos para una mayor participación de los niños con PC.Objetivo: Analisar a percepção dos professores sobre a funcionalidade e a participação escolar de crianças com paralisia cerebral (PC). Métodos: Estudo descritivo, exploratório, observacional com mix design de abordagem quanti e qualitativa, realizado com 14 professoras, que foram entrevistadas em modelo de questionário, baseado na Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF). Os relatos foram transcritos e quantificados com base nos domínios e códigos do segundo nível da CIF, para melhor análise. Resultados: Os relatos apontaram aspectos facilitadores ao processo participativo das crianças através das atitudes das pessoas que compõem a rede de suporte dos escolares. Porém se sobressaíram os desafios à inclusão escolar, relacionados às questões de recreação, lazer e mobilidade, restringindo a participação e as barreiras ambientais, quanto a serviços, sistemas e políticas relacionadas a construção, arquitetura, saúde e educação. Conclusão: Tais aspectos reforçam a importância de intervenções centradas na individualidade da criança, levando em conta todo o contexto em que ela vive, e não apenas a intervenção limitando a modificar a função e estruturas do corpo afetadas. Sendo assim, as professoras entrevistadas deram enfoque à participação nas atividades de mobilidade e recreação atrelado ao trabalho interdisciplinar, qualificação dos profissionais de educação e readequações na infraestrutura escolar como desafios para uma maior participação da criança com PC.Research, Society and Development2022-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3577710.33448/rsd-v11i16.35777Research, Society and Development; Vol. 11 No. 16; e54111635777Research, Society and Development; Vol. 11 Núm. 16; e54111635777Research, Society and Development; v. 11 n. 16; e541116357772525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/35777/31399Copyright (c) 2022 Afonso Rodrigues Tavares-Netto; Carine Carolina Wiesiolek; Diego de Sousa Dantas; Marianna de Fátima Araújo de Melo; Rebeca Maranhão de Mattos; Renato S. Melo; Karla Mônica Ferrazhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessTavares-Netto, Afonso RodriguesWiesiolek, Carine CarolinaDantas, Diego de SousaMelo, Marianna de Fátima Araújo de Mattos, Rebeca Maranhão deMelo, Renato S. Ferraz, Karla Mônica2022-12-18T18:26:42Zoai:ojs.pkp.sfu.ca:article/35777Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:50:33.978261Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teachers' perception of school functionality and participation of children with cerebral palsy Percepción de los profesores sobre la funcionalidad y participación escolar de niños con parálisis cerebral Percepção dos professores sobre a funcionalidade e participação escolar de crianças com paralisia cerebral |
title |
Teachers' perception of school functionality and participation of children with cerebral palsy |
spellingShingle |
Teachers' perception of school functionality and participation of children with cerebral palsy Tavares-Netto, Afonso Rodrigues CIF Criança com deficiência Participação Funcionalidade Inclusão escolar. ICF Disabled children Participation Functionality School inclusion. CIF Niño con deficiencia Participación Funcionalidad Inclusión escolar. |
title_short |
Teachers' perception of school functionality and participation of children with cerebral palsy |
title_full |
Teachers' perception of school functionality and participation of children with cerebral palsy |
title_fullStr |
Teachers' perception of school functionality and participation of children with cerebral palsy |
title_full_unstemmed |
Teachers' perception of school functionality and participation of children with cerebral palsy |
title_sort |
Teachers' perception of school functionality and participation of children with cerebral palsy |
author |
Tavares-Netto, Afonso Rodrigues |
author_facet |
Tavares-Netto, Afonso Rodrigues Wiesiolek, Carine Carolina Dantas, Diego de Sousa Melo, Marianna de Fátima Araújo de Mattos, Rebeca Maranhão de Melo, Renato S. Ferraz, Karla Mônica |
author_role |
author |
author2 |
Wiesiolek, Carine Carolina Dantas, Diego de Sousa Melo, Marianna de Fátima Araújo de Mattos, Rebeca Maranhão de Melo, Renato S. Ferraz, Karla Mônica |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Tavares-Netto, Afonso Rodrigues Wiesiolek, Carine Carolina Dantas, Diego de Sousa Melo, Marianna de Fátima Araújo de Mattos, Rebeca Maranhão de Melo, Renato S. Ferraz, Karla Mônica |
dc.subject.por.fl_str_mv |
CIF Criança com deficiência Participação Funcionalidade Inclusão escolar. ICF Disabled children Participation Functionality School inclusion. CIF Niño con deficiencia Participación Funcionalidad Inclusión escolar. |
topic |
CIF Criança com deficiência Participação Funcionalidade Inclusão escolar. ICF Disabled children Participation Functionality School inclusion. CIF Niño con deficiencia Participación Funcionalidad Inclusión escolar. |
description |
Purpose: To analyze the perception of teachers about the functionality and school participation of children with cerebral palsy (CP). Methods: Descriptive, exploratory, observational study with a mixed design of quantitative and qualitative approach, carried out with 14 teachers, who were interviewed in a questionnaire model, based on the International Classification of Functionality, Disability and Health (ICF). The reports were transcribed and quantified based on the domains and codes of the second level of the ICF, for better analysis. Results: The reports pointed out aspects that facilitate the participatory process of children through the attitudes of the people who make up the school support network. However, the challenges to school inclusion were highlighted, related to issues of recreation, leisure and mobility, restricting participation and environmental barriers, as for services, systems and policies related to construction, architecture, health, and education. Conclusion: Such aspects reinforce the importance of interventions focused on the individuality of the child, taking into account the entire context in which he lives, and not just the intervention limiting the modification of the affected body structures and function. Thus, the teachers interviewed focused on participation in mobility and recreation activities linked to interdisciplinary work, qualification of education professionals, and readjustments in school infrastructure as challenges for greater participation of children with CP. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-11-29 |
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 |
https://rsdjournal.org/index.php/rsd/article/view/35777 10.33448/rsd-v11i16.35777 |
url |
https://rsdjournal.org/index.php/rsd/article/view/35777 |
identifier_str_mv |
10.33448/rsd-v11i16.35777 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/35777/31399 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 16; e54111635777 Research, Society and Development; Vol. 11 Núm. 16; e54111635777 Research, Society and Development; v. 11 n. 16; e54111635777 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052725732573184 |