Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional

Detalhes bibliográficos
Autor(a) principal: Paula, Ana Flávia Marostegan de
Data de Publicação: 2011
Outros Autores: Baleotti, Luciana Ramos [UNESP]
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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spelling 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
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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
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