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Estudo da independência funcional, motricidade e inser o escolar de crian as com Paralisia Cerebral Study of functional independence, motor skills and school integration of children with Cerebral Palsy

DOI: 10.1590/s1413-65382012000400005

Keywords: Educa o Especial , Paralisia cerebral , Independência funcional , Motricidade , Inclus o Educacional , Special Education , Cerebral palsy , Functional independence , Motor Skills , School Inclusion

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Abstract:

A Paralisia Cerebral (PC) é uma condi o clínica que gera alta prevalência de sequelas funcionais. As crian as com este diagnóstico podem apresentar diversos problemas nas atividades funcionais e no controle dos movimentos voluntários. O objetivo deste trabalho foi analisar o nível de independência funcional, motricidade e inser o escolar de crian as com PC. A amostra foi composta por 14 crian as com idade entre um a 11 anos que frequentam regularmente o Setor Clínico da Associa o Pestalozzi de Goiania, seus respectivos pais e/ou responsáveis e professores do ensino escolar. Os resultados mostraram que quanto maior o nível de independência funcional e melhor o desempenho na fun o motora grossa das crian as com Paralisia Cerebral, menor é a assistência fornecida pelos cuidadores e menos adapta es s o necessárias para que essas crian as realizem as tarefas do ensino escolar. é importante uma parceria entre os profissionais da saúde com os professores, através de orienta es e contribui es, no que for necessário para a inclus o escolar das crian as com deficiência. Cerebral Palsy is a medical condition that causes high prevalence of functional sequelae. For this reason, children with this diagnosis can present several problems in functional activities related to controlling voluntary movements. The aim of this study was to examine the level of functional independence, motor skills and school integration of children with cerebral palsy. The sample consisted of 14 children aged one to 11 years attending regularly the Clinical Sector of the Pestalozzi Association Goiania Unit, their parents and/or guardians and school teachers. The results showed that the higher the level of functional independence and the better their performance in gross motor function of these children with cerebral palsy, the lower the assistance provided by caregivers and fewer the adjustments needed for these children to perform tasks required of them in school. The study showed the importance of health professionals and teachers working together whenever needed, through orientation and contributions, for the educational inclusion of children with disabilities.

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