Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/421 http://hdl.handle.net/11449/114853 |
Resumo: | The inclusive school consists of a school that thoroughly attends the diversity and, therefore, students with special educational needs, including the ones with physical dysfunction. The objective of this study was to identify the difficulties of a teacher in the process of school inclusion of the student with physical dysfunction in order to adapt learning resources, having adequate school furniture and to guide the teacher in specific situations. A teacher of early childhood education participated in this study. For data collection two half-structuralized interviews were used. The first obtained information concerning the teacher’s difficulties due to the motor aspects of the student with difficulty to access the curriculum. The second interview gathered information about the teacher’s perception of the partnership between the occupational therapist and the teacher in the perspective of the inclusive education. The data analysis of the first interview and the student case-study allowed elaborating occupational therapy strategies to minimize these difficulties.After elaborating the strategies, a second interview was performed. The data of this interview showed that based on the analysis and adequacy of the interaction between a person’s functional demands, the task and the environment, make it possible for the student to overcome satisfactorily the inherent challenges of the educational context, and detached the importance of the partnership of the teacher and occupational therapist in the whole process. It concludes that the pupil incapacity would not have manifested if there was an adequate environment to receive him. |
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Inclusão escolar do aluno com deficiência física: contribuições da Terapia OcupacionalSchool inclusion of the student with physical dysfunction: occupational therapy contributionsThe inclusive school consists of a school that thoroughly attends the diversity and, therefore, students with special educational needs, including the ones with physical dysfunction. The objective of this study was to identify the difficulties of a teacher in the process of school inclusion of the student with physical dysfunction in order to adapt learning resources, having adequate school furniture and to guide the teacher in specific situations. A teacher of early childhood education participated in this study. For data collection two half-structuralized interviews were used. The first obtained information concerning the teacher’s difficulties due to the motor aspects of the student with difficulty to access the curriculum. The second interview gathered information about the teacher’s perception of the partnership between the occupational therapist and the teacher in the perspective of the inclusive education. The data analysis of the first interview and the student case-study allowed elaborating occupational therapy strategies to minimize these difficulties.After elaborating the strategies, a second interview was performed. The data of this interview showed that based on the analysis and adequacy of the interaction between a person’s functional demands, the task and the environment, make it possible for the student to overcome satisfactorily the inherent challenges of the educational context, and detached the importance of the partnership of the teacher and occupational therapist in the whole process. It concludes that the pupil incapacity would not have manifested if there was an adequate environment to receive him.A escola inclusiva busca atender efetivamente a diversidade em sua amplitude. Nessa direção, procura atender aos alunos com necessidades educacionais especiais, dentre os quais estão aqueles com deficiência física. O objetivo deste estudo foi o de identificar as dificuldades de uma professora referentes ao processo de inclusão de um aluno com deficiência física, adaptar recursos pedagógicos, adequar mobiliário escolar e orientar a professora em situações específicas. Participou deste estudo uma professora da Educação Infantil.A coleta de dados se deu por meio de dois roteiros de entrevista semiestruturados. O primeiro obteve informações da professora sobre os aspectos motores do aluno que dificultavam o acesso ao currículo. O segundo colheu informações sobre a percepção da professora quanto à parceria entre terapeuta ocupacional e professor na perspectiva da educação inclusiva. A análise de dados da primeira entrevista e um estudo de caso do aluno permitiram elaborar estratégias terapêuticas ocupacionais para minimizar as dificuldades encontradas no contexto escolar. Após a elaboração das estratégias, realizouse a segunda entrevista, cujos dados evidenciaram que, com base na análise e na adequação da interação entre as demandas funcionais da pessoa, da tarefa e do ambiente, é possível o aluno responder satisfatoriamente aos desafios inerentes ao contexto educacional, e destacaram a importância da parceria entre o professor e o terapeuta ocupacional nesse processo. Concluiu-se que a incapacidade do aluno do presente estudo provavelmente não se manifestaria se houvesse adequação do contexto ambiental e de recurso humano para recebê-lo.Universidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Educação Especial, Faculdade de Filosofia e Ciências - Campus de Marília, Marilia, Av. Vicente Ferreira, CEP 175150, SP, BrasilUniversidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Educação Especial, Faculdade de Filosofia e Ciências - Campus de Marília, Marilia, Av. Vicente Ferreira, CEP 175150, SP, BrasilUniversidade Estadual de Campinas (UNICAMP)Universidade Estadual Paulista (Unesp)Paula, Ana Flávia Marostegan deBaleotti, Luciana Ramos [UNESP]2015-02-24T13:57:32Z2015-02-24T13:57:32Z2011info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article53-69application/pdfhttp://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/421Cadernos de Terapia Ocupacional da UFSCar, v. 19, n. 1, p. 53-69, 2011.0104-4931http://hdl.handle.net/11449/114853ISSN01044931-2011-19-01-53-69.pdf8960960924068731Currículo Lattesreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporCadernos de Terapia Ocupacional da UFSCarinfo:eu-repo/semantics/openAccess2024-08-08T20:28:54Zoai:repositorio.unesp.br:11449/114853Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T20:28:54Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional School inclusion of the student with physical dysfunction: occupational therapy contributions |
title |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional |
spellingShingle |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional Paula, Ana Flávia Marostegan de |
title_short |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional |
title_full |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional |
title_fullStr |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional |
title_full_unstemmed |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional |
title_sort |
Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional |
author |
Paula, Ana Flávia Marostegan de |
author_facet |
Paula, Ana Flávia Marostegan de Baleotti, Luciana Ramos [UNESP] |
author_role |
author |
author2 |
Baleotti, Luciana Ramos [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual de Campinas (UNICAMP) Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Paula, Ana Flávia Marostegan de Baleotti, Luciana Ramos [UNESP] |
description |
The inclusive school consists of a school that thoroughly attends the diversity and, therefore, students with special educational needs, including the ones with physical dysfunction. The objective of this study was to identify the difficulties of a teacher in the process of school inclusion of the student with physical dysfunction in order to adapt learning resources, having adequate school furniture and to guide the teacher in specific situations. A teacher of early childhood education participated in this study. For data collection two half-structuralized interviews were used. The first obtained information concerning the teacher’s difficulties due to the motor aspects of the student with difficulty to access the curriculum. The second interview gathered information about the teacher’s perception of the partnership between the occupational therapist and the teacher in the perspective of the inclusive education. The data analysis of the first interview and the student case-study allowed elaborating occupational therapy strategies to minimize these difficulties.After elaborating the strategies, a second interview was performed. The data of this interview showed that based on the analysis and adequacy of the interaction between a person’s functional demands, the task and the environment, make it possible for the student to overcome satisfactorily the inherent challenges of the educational context, and detached the importance of the partnership of the teacher and occupational therapist in the whole process. It concludes that the pupil incapacity would not have manifested if there was an adequate environment to receive him. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011 2015-02-24T13:57:32Z 2015-02-24T13:57:32Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/421 Cadernos de Terapia Ocupacional da UFSCar, v. 19, n. 1, p. 53-69, 2011. 0104-4931 http://hdl.handle.net/11449/114853 ISSN01044931-2011-19-01-53-69.pdf 8960960924068731 |
url |
http://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/421 http://hdl.handle.net/11449/114853 |
identifier_str_mv |
Cadernos de Terapia Ocupacional da UFSCar, v. 19, n. 1, p. 53-69, 2011. 0104-4931 ISSN01044931-2011-19-01-53-69.pdf 8960960924068731 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Cadernos de Terapia Ocupacional da UFSCar |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
53-69 application/pdf |
dc.source.none.fl_str_mv |
Currículo Lattes reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
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