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O contributo do terapeuta da fala com crianças/adolescentes com MD no contexto escolar: perceções dos pais, docentes de educação especial e terapeutas da fala
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_18665 | 1.5 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Atualmente, o contexto escolar é um espaço criativo que permite vivências significativas
e experiências de comunicação reais, propício à aprendizagem realizada pela
criança/adolescente. Assim, esta investigação procura compreender o contributo do
terapeuta da fala no contexto educativo com crianças/adolescentes com multideficiência
(MD), na perceção dos pais, docentes de educação especial (EE) e terapeutas da fala
(TFs). Assim sendo, desenvolveu-se um estudo qualitativo recorrendo-se à entrevista
semi-estruturada, aplicada na forma semi-diretiva a cinco pais (1 pai e 4 mães), a cinco
docentes de EE e a cinco TFs com experiência na MD. Todas as questões éticas foram
averiguadas, sem esquecer o anonimato dos intervenientes e a confidencialidade das
informações recolhidas. Os dados necessários foram recolhidos no período de junhojulho
do presente ano e, de seguida, foram analisados com recurso à técnica de análise de
conteúdo. Os resultados indicaram seis unidades de análise relacionadas com impacto da
MD nas atividades do dia-a-dia/familiares, apoio fornecido pelo TF, comunicação do TF
e o envolvimento do TF com a família, focos de intervenção, qualificação da atuação do
TF e barreiras/constrangimentos/desafios da atuação do TF. Os resultados obtidos, parece
existir um impacto significativo na dinâmica familiar, prendendo-se com questões
laborais, acompanhamento aos apoios do filho, ao reajustamento da dinâmica familiar,
gestão diária, às redes de apoio bem como das adaptações familiares. A participação e o
envolvimento nas atividades e/ou nas AVDs encontram-se condicionadas dependendo do
grau de funcionalidade de cada criança/adolescente. Verificou-se que há uma maior
consciência de todos os participantes para a importância da comunicação, no entanto,
ainda existem fragilidades ao nível do envolvimento e comunicação com os profissionais
e com a família. Os terapeutas da fala reconhecem e tentam colocar o foco nas atividades,
na funcionalidade, mas depois verifica-se tendencionalmente que o apoio é prestado de
um modo mais individual, reconhecendo as fragilidades que existem relativamente ao
trabalho de equipa e de articulação com outros contextos de vida, nomeadamente o
familiar. Também pode estar relacionado com atitudes, crenças dos profissionais e da
família, bem como na organização dos serviços que parece ser um desafio para a
intervenção baseada nas rotinas da criança/adolescente. Pelos resultados alcançados
também se concluí que ainda existe uma necessidade de formação para todos os
intervenientes relacionados com a abordagem da MD.
Currently, the school context is a creative space that allows significant experiences and real communication experiences conducive to learning held by the child/adolescent. Thus, this research seeks to understand the contribution of speech language pathologist in the educational context with children/adolescents with multiple disabilities (MD), in the parents, teachers of special education (SE) and speech language pathologist (SLP) perception. Therefore, a qualitative study was developed using a semi-structured interview, applied in a semi-diretive form to five parents (1 father and 4 mothers), five professors of SE and to five SLP with experience in MD. All the ethical issues were verified, without forgetting the anonymity of the participants and the confidentiality of the information collected. The required data were collected in the period of June-July of this year and then were analyzed using content analysis technique. The results indicated six categories related to the impact of MD in day-to-day activities and family activities, the support provided by SLP, communication and involvement of the SPL with the family, intervention spotlights, SLP performance qualification and the barriers/constraints/challenges of SLP. Stood out that the participation and development of the child/teenager with MD are committed, however, can vary according to the context in which it is inserted. The results obtained seem to have a significant impact on the dynamics of the family, being related to labor issues, monitoring the child support, the adjustment of family dynamics, daily management, support networks as well as family adaptations. Participation and involvement in activities and/or AVDs are conditioned depending on the degree of functionality of each child/adolescent. It was verified that there is a greater awareness of all participants for the importance of communication, however, there are still weaknesses in the involvement and communication with professionals and the family. speech language pathologist recognize and try to focus on activities, on functionality, but then it tends to be that support is provided in a more individual way, recognizing the weaknesses that exist in teamwork and articulation with other contexts of life, especially the family. It may also be related to attitudes, beliefs of professionals and family, as well as in the organization of services that seems to be a challenge for intervention based on child/adolescent routines. From the results achieved, it was also concluded that there is still a need for training for all actors involved in the MD approach.
Currently, the school context is a creative space that allows significant experiences and real communication experiences conducive to learning held by the child/adolescent. Thus, this research seeks to understand the contribution of speech language pathologist in the educational context with children/adolescents with multiple disabilities (MD), in the parents, teachers of special education (SE) and speech language pathologist (SLP) perception. Therefore, a qualitative study was developed using a semi-structured interview, applied in a semi-diretive form to five parents (1 father and 4 mothers), five professors of SE and to five SLP with experience in MD. All the ethical issues were verified, without forgetting the anonymity of the participants and the confidentiality of the information collected. The required data were collected in the period of June-July of this year and then were analyzed using content analysis technique. The results indicated six categories related to the impact of MD in day-to-day activities and family activities, the support provided by SLP, communication and involvement of the SPL with the family, intervention spotlights, SLP performance qualification and the barriers/constraints/challenges of SLP. Stood out that the participation and development of the child/teenager with MD are committed, however, can vary according to the context in which it is inserted. The results obtained seem to have a significant impact on the dynamics of the family, being related to labor issues, monitoring the child support, the adjustment of family dynamics, daily management, support networks as well as family adaptations. Participation and involvement in activities and/or AVDs are conditioned depending on the degree of functionality of each child/adolescent. It was verified that there is a greater awareness of all participants for the importance of communication, however, there are still weaknesses in the involvement and communication with professionals and the family. speech language pathologist recognize and try to focus on activities, on functionality, but then it tends to be that support is provided in a more individual way, recognizing the weaknesses that exist in teamwork and articulation with other contexts of life, especially the family. It may also be related to attitudes, beliefs of professionals and family, as well as in the organization of services that seems to be a challenge for intervention based on child/adolescent routines. From the results achieved, it was also concluded that there is still a need for training for all actors involved in the MD approach.
Description
Keywords
Multideficiência Crianças/adolescentes Terapia da fala Contexto escolar Multiple disabilities Child/adolescent Speech language pathologist School context