Opinião de profissionais da educação e da saúde sobre o uso da prancha ortostática para o aluno com paralisia cerebral

• Autor(a) principal: Spiller, Marcelo Grandini [UNESP]
• Data de Publicação: 2014
• Outros Autores: Braccialli, Lígia Maria Presumido [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• DOI: 10.1590/S1413-65382014000200009
• Texto Completo: http://dx.doi.org/10.1590/S1413-65382014000200009; http://hdl.handle.net/11449/114305
• topic: Educação Especial; Paralisia Cerebral; Mobiliário Adaptado; Prancha Ortostática; Tecnologia Assistiva; Special Education; Cerebral Palsy; Adapted Furniture; Orthostatic Board; Assistive Technology

Among the resources available in Assistive Technology for postural orthostatic positioning for students with cerebral palsy who cannot maintain an orthostatic position, the orthostatic board is available to help them. In a school and therapeutic environment, difficulties were reported in positioning students with spastic quadriplegic cerebral palsy using the traditional model that is available on the market. For lack of the necessary equipment to help position the students, they were hampered as to access, and were not included in some of the activities performed in that environment. As a result, an orthostatic board was developed, in order to enable the students to participate in various activities. The aim of this study was to evaluate the effectiveness of using an orthostatic board for a student with cerebral palsy, by means of gathering the opinions of health and education professionals. The participants were four Education and Health professionals that work with students with cerebral palsy. Semi-structured interviews were carried out with those participants. The audio section recorded in the interviews was fully transcribed, and the content was then analyzed. The main theme was identified as Assessment, and five sub-themes were identified as: 1) Benefits of the board, 2) Board safety, 3) Handling; 4) Student interactions and 5) Modifications to the board. The results of this phase indicated that in the opinion of the professionals, the board: 1) provided benefits for students and participants, 2) was safe for the selected student profile, 3) was difficult to handle, 4) enabled promotion of attention, communication, positioning and movement of the heads of students and 5) required some modifications.