Inclusion of children with cerebral palsy in schools under the perspective of school team

Abstract

Introduction: Disabled people are prone to difficulties educational, cultural and social, educational inclusion is a key strategy to make them integrated into the social, economic and political life, ensuring respect for their rights in the society. Objective: To analyze how the school staff of public schools in Salvador-Ba are qualified for inclusion of children with cerebral palsy in teaching-educational process. Materials and methods: This was a cross-sectional study with descriptive approach conducted in 12 municipal schools in the city of Salvador, Bahia. Data were collected through semi-structured interviews with the teachers of the respective institutions, whose questions you approach the collection instrument referred to the organization and training of educators relating to the inclusion of children with Cerebral Palsy process. Results and discussion: The teachers who participated in the study did not understand about the disease and reported that they had not been trained to give you the process of inclusion of children with CP in their educational projects. Also the schools studied did not present adequate physical facilities to receive and ensure the maintenance of students with PC in the respective institutions. Final thoughts: The schools analyzed were not prepared physically and educationally to admit children with CP. It is necessary to implement actions aimed at inclusive education and adapting the school environment to promote autonomy and the development of students both CP patients and those with other disabilities.