Percepções Sobre o Processo de Inclusão de Estudantes com Paralisia Cerebral no Ensino Regular de uma Cidade da Fronteira Oeste do RS

ResumoLevando em consideracao o amparo estabelecido por lei no que diz respeito a inclusao no Ensino Regular, sabe-se que existem inumeras barreiras para que, de fato, este processo inclusivo realmente aconteca. Diante disso, esta pesquisa teve o objetivo de analisar as percepcoes de responsaveis e professores de estudantes com Paralisia Cerebral sobre o processo de inclusao, em uma cidade da Fronteira Oeste do Rio Grande do Sul. A amostra foi composta por doze individuos, sendo eles responsaveis e professores dos seis estudantes do estudo. A coleta de dados ocorreu atraves de entrevista baseada no instrumento School Function Assessment. A analise foi realizada atraves da estatistica descritiva por meio de medidas de frequencia, medias e desvio padrao. Para analisar a concordância entre a percepcao dos responsaveis e professores, foi realizado o teste Indice de Kappa. Os resultados se apresentam em tres pilares: participacao nos ambientes escolares, tarefas fisicas e cognitivas. Na participacao nos ambientes escolares se identificou uma relacao inversa com o grau de comprometimento. Nas tarefas fisicas e cognitivas, ficou evidenciado que a necessidade de assistencia e maior que a de adaptacao. Baseado nesse respaldo se pode inferir que as principais barreiras estao relacionadas aos recursos humanos, a falta de auxilio e de assistencia para os estudantes desenvolverem suas tarefas. Constatou-se, tambem, que as adaptacoes arquitetonicas isoladamente nao contribuem, de maneira significativa, mesmo sendo facilitadoras do processo, nao garantem a inclusao. Palavras-chave: Educacao Inclusiva. Paralisia Cerebral. Educacao Basica. AbstractTaking into account the support established by law regarding the inclusion in regular education, it is known that there are numerous barriers for, in fact, this inclusive process to actually happen. Therefore, this research aimed to analyze the perceptions of representatives and teachers of students with Cerebral Palsy about the inclusion process in a city on the Western Frontier of Rio Grande do Sul. The sample was composed of twelve individuals, being representatives and teachers for the six students in the study. Data collection took place through an interview based on the School Function Assessment instrument. The analysis was carried out through descriptive statistics through measures of frequency, means and standard deviation. To analyze the concordance between the perception of those responsible and teachers, Kappa Index test was performed. The results are presented in three pillars: participation in school environments, physical and cognitive tasks. In the participation in school environments, an inverse relationship with the degree of commitment was identified. In physical and cognitive tasks, it became evident that the need for assistance is greater than that of adaptation. Based on this support, it can be inferred that the main barriers are related to human resources, the lack of help and assistance for students to develop their tasks. It was also found that architectural adaptations alone do not contribute significantly, even though they facilitate the process, they do not guarantee inclusion. Keywords: Inclusive Education. Cerebral Palsy. Basic Education.