O cuidar do aluno com deficiência física na educação infantil sob a ótica das professoras Caretaking of students with physical disabilities in early childhood education from the teacher's perspective

Esse estudo é um recorte da pesquisa intitulada "O cuidar da criança com deficiência física na educação infantil: perfil e conhecimento dos professores". O objetivo do trabalho foi identificar como as crianças com deficiência física são cuidadas no contexto da Educação Infantil e qual é a importância do profissional de saúde, segundo a visão dos professores. O estudo realizado adotou uma abordagem qualitativa utilizando o método Estudo de Caso. A coleta de informações realizou-se através de entrevistas semi-estruturadas com oito professoras de crianças com deficiência física, alunos de uma escola de Educação Infantil pública do município de Natal/RN, como também de observações livres. Os dados foram analisados qualitativamente tomando por base duas categorias: o cuidar da criança com deficiência física e a contribuição do profissional de saúde nesse contexto. Concluiu-se nesse estudo que há uma necessidade de se incluir na formação de pedagogos conteúdos específicos que possibilitem aos professores saber lidar com as particularidades que envolvem o cuidar da criança com deficiência física, particularmente, daquelas que apresentam seqüelas neurológicas, como os aspectos relacionados ao manuseio, transferências, auxilio a locomoção, posicionamento corporal adequado, entre outros. Além disso, evidenciou-se também na fala dos professores a importância atribuída aos profissionais da saúde, especificamente do fisioterapeuta, na equipe escolar, quanto às informações e orientações específicas que esses profissionais podem dar acerca da condição da deficiência física apresentada pela criança, ajudando assim, para a promoção e efetivação da inclusão escolar dessas crianças no ensino regular.This study is part of a research project called "Caring for children with physical disabilities in early childhood education: profile and teacher knowledge." The aim of this paper was to look at how children with physical disabilities are cared for within the context of early childhood education, focusing on how teachers view the importance of health professionals. This study adopted a qualitative approach using a case study methodology. The participants were eight teachers of children with physical disabilities, enrolled at a public early childhood education center in the city of Natal-RN. Data was collected using semi-structured interviews along with observations. The data were analyzed qualitatively based on two categories: caretaking of children with physical disabilities and the contribution of health professional within that context. The results showed that there is a need to include specific content in teacher education courses to enable them to learn how to deal with the particular aspects involving the care of children with physical disabilities, mainly those who have neurological sequella. The main aspects teachers should learn about include handling, transfer, assistance in locomotion, proper body positioning, etc. Moreover, the teachers' reports showed how important health professionals participating in the professional team were, especially physiotherapists, because of the information and specific supervision such professionals can provide about the physical disability conditions each child presents. This kind of collaboration was deemed to be significant in promoting effective inclusion for these children in regular schools

Co-Design of an Intervention to Increase the Participation in Leisure Activities Including Adolescents with Cerebral Palsy with GMFCS Levels IV and V: A Study Protocol

The participation of adolescents with cerebral palsy (CP) within the community is reduced compared to their peers and is a barrier to their socialization, self-determination and quality of life. Patient and Public Involvement (PPI) is a key strategy for successful interventions, especially when involvement of the stakeholders takes place at all stages of the research. Co-design can be crucial for success as researchers, patients with CP and their families work together to bring the necessary elements to the interventions to be designed. The objectives will be: (1) To co-design an intervention aimed at improving the participation of adolescents with significant motor disabilities within the community in partnership with adolescents with CP, families and rehabilitation professionals. (2) To assess the feasibility of the co-design process in partnership with interested parties. The study will be based on Participatory Action Research (PAR) and will be held in Spain and Brazil. In both countries, the study will be carried out remotely with nine adolescents aged 12 to 17 years with CP, Gross Motor Function Classification System (GMFCS) levels IV–V, their families and six health professionals (physiotherapists and occupational therapists). Different dialogue groups will be created to involve adolescents, families and health professionals to the research’s project. To manage their involvement in the co-design process, the Involvement Matrix (IM) will be used, and according to the IM phases, four steps will be included in the research: (1) Preparation; (2) Co-design; (3) Analysis: results of the intervention protocol and the study’s feasibility and (4) Dissemination of results. Partnering with the public to design an intervention to improve participation can bring better results compared to protocols designed only by health professionals. In addition, it will allow for knowing the needs of adolescents with CP in terms of participation within the community. The study will also explore which roles were chosen by all participants and how they felt while actively participating in the process of co-designing an intervention protocol and their own perspectives on the use of the involvement matrix