Inclusão de crianças com Síndrome de Down e Paralisia Cerebral no ensino fundamental I: comparação entre os pontos de vista de pais e professores

• Autor(a) principal: Ferraz, Clara Regina Abdalla
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/22665
• topic: Síndrome de Down; Paralisia Cerebral; inclusão; Down Syndrome; Cerebral Palsy; Inclusion; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

The communication between parents and teachers is fundamental for the work with children with Down Syndrome (DS) and Cerebral Palsy (CP) to be effective in many daily situations. Both have important information on how to deal with the children; therefore they can contribute to create learning strategies at home or at school. The objective of this work was to know the inclusion process of DS and CP students enrolled at a public school in São Paulo by comparing parents and teachers points of view. For this purpose, we sought to: identify their expectations about the inclusion process and schooling of these children; verify parent s information on the work done at school and how teachers evaluate their own performance; verify how the communication between parents and teachers is established and analyze how this pattern of communication affects the inclusion process. Data were collected by a structured interview with 4 mothers of children with DS and 4 mothers of children with CP and their respective teachers. They were analyzed qualitatively through the creation of categories of answers deriving from the participant s discourses. These categories were analyzed within the groups of parents and teachers and then compared to one another. It was possible to conclude that mothers of both DS and CP children expect the school to alphabetize their children; the teachers expect the same and also that they can become more independent in everyday life. The results indicate inadequacies in both inclusion processes, despite of having distinct deficiencies. Parents perceive inclusion as a path to social integration and to the decreasing of prejudice, even though they find the learning outcomes to be below expectations. The communication between parents and teachers is not strongly constructed and it is necessary to promote moments for it to be properly established, once the knowledge and support provided by parents to their children s learning process contribute to their development in the classroom.