School visits: Health team of rehabilitation in the inclusive process of children with brain injury and developmental problems

• Autores: C. Alcántara López
• Localización: Psicología y educación: presente y futuro / coord. por Juan Luis Castejón Costa, 2016, ISBN 978-84-608-8714-0, págs. 716-724
• Idioma: inglés
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• Resumen

  • This paper aims to analyze how conducting school visits can be configured as an opportunity to support inclusive school and development of children with brain damage and developmental problems. The rehabilitation process in childhood objectives to increase the quality of life of children, taking into account their peers and social spaces that take part. In school-age children, school appears as an important social context and can be related to quality of life. The defense for an inclusive school becomes central to the work of the interdisciplinary team of rehabilitation centers and teaching staff of the schools. In this study, it is understood that the school visits can be constituted as a significant tool in the field of ecological rehabilitation, within the context of individuals. The theoretical bases related to this paper are found in studies of Urie Bronfenbrenner, Mark Ylvisaker & Thimoty Fenney and Lucia Braga. This study aims to characterize the performance of school visits to the monitoring of children with brain injury inserted into a stimulation group at the Hospital Sarah Rehabilitation, unit of São Luís, Maranhão, Brazil. From this proposal will be discussed the configuration of school visits as an opportunity to support inclusive education process of children with brain injury, considering the legislation on education in Brazil. It was used as methodology to obtain data the direct observation during school visits, dialogues with the pedagogical team, documental analyses of eletronic health team records. It has as results the prospect that the interdisciplinary team was formed as a support network, favoring school adaptation strategies through participation in the curriculum adaptation process, proposing strategies for environmental management behavior, diagnostic guidance, guidelines for motor and neuropsychological stimulation of children, consolidating its position as a relevant service in the inclusive process in schools.