Loading...
Publication
Inclusão da criança com doença oncológica: perceção de pais e professores
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.32 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A doença oncológica tem vindo a apresentar um grande impacto nas nossas escolas e o seu diagnóstico de uma maneira geral marca uma série de alterações que se vão reflectir em vários contextos da criança, quer na vida pessoal, escolar e familiar. Este estudo de investigação apresentará o histórico da inclusão de duas crianças com doença oncológica, a frequentarem o 1º ciclo.
Como principal objetivo, pretende-se descrever o contributo da inclusão destas crianças, bem como a importância dos professores e familiares, que com elas se relacionam no dia-a-dia; pretende-se também perceber quais as práticas utilizadas por pais, professores e restantes intervenientes no processo educativo de uma criança com esta tipologia, e de que forma elas contribuirão para o seu desenvolvimento global.
A orientação metodológica adotada relaciona-se com uma abordagem qualitativa. Este estudo tem como participantes, 2 professores titulares de turma do 1º ciclo, 2 professores da educação especial e 2 encarregados de educação a quem foi feita uma entrevista para se recolherem os dados. Relativamente aos principais resultados pode concluir-se que os professores apesar de terem pouca formação no que toca à doença oncológica, referem estar familiarizados com os conceitos de inclusão escolar e por esse motivo sentem menos dificuldades para lidarem com alunos com estas características. Também, afirmaram que alunos com estas especificidades são sempre um desafio para todos os professores. Referem como problemas os afastamentos temporários, a que estes alunos estão sujeitos sejam eles breves ou prolongados e consideram a falta de cooperação com os professores escola /hospital e a importância desta cooperação.
Relativamente aos pais também se concluiu que há opiniões contraditórias relativamente ao apoio prestado.
Oncological diseases cause a great impact in our schools and its diagnosis, in general, sets a series of changes that reflects in several of the children’s contexts, in their personal lives, school and family. This analytical study will present the history of the inclusion of two children with cancer attending a primary school. As main goal, it intends to describe the involvement of these children, as well as the importance of their teachers and family members, who deal with their reality on a daily basis. It is also important to understand the procedures used by parents, teachers and other people involved in the educational process of a child diagnosed with this disease and in which way they will contribute to their overall development. The methodology guidance adopted is related with quality of life/learning. This study has several participants, two primary school teachers, two special needs teachers and two parents that I interviewed in order to collect data. To what concerns the main results, the conclusion was that although teachers have little training in dealing with cancer diseases, they are familiarised with the concept of school inclusion. For that reason, they feel less difficulties dealing with students that present these characteristics. Teachers also stated that these type of students are a challenge to all teachers. The absences, short or prolonged, are a problem and the lack of cooperation between teachers/schools and hospitals, which is important for the inclusion, impairs the process. In what as to do with parents, I concluded that there are contradictory opinions related with the support given to their children.
Oncological diseases cause a great impact in our schools and its diagnosis, in general, sets a series of changes that reflects in several of the children’s contexts, in their personal lives, school and family. This analytical study will present the history of the inclusion of two children with cancer attending a primary school. As main goal, it intends to describe the involvement of these children, as well as the importance of their teachers and family members, who deal with their reality on a daily basis. It is also important to understand the procedures used by parents, teachers and other people involved in the educational process of a child diagnosed with this disease and in which way they will contribute to their overall development. The methodology guidance adopted is related with quality of life/learning. This study has several participants, two primary school teachers, two special needs teachers and two parents that I interviewed in order to collect data. To what concerns the main results, the conclusion was that although teachers have little training in dealing with cancer diseases, they are familiarised with the concept of school inclusion. For that reason, they feel less difficulties dealing with students that present these characteristics. Teachers also stated that these type of students are a challenge to all teachers. The absences, short or prolonged, are a problem and the lack of cooperation between teachers/schools and hospitals, which is important for the inclusion, impairs the process. In what as to do with parents, I concluded that there are contradictory opinions related with the support given to their children.
Description
Keywords
Criança com doença oncológica Inclusão Família Escola Professores Child with cancer Inclusion Family School Teachers