Desempenho funcional de alunos incluídos na rede municipal de ensino regular de Alfenas-MG e diagnóstico da acessibilidade escolar

Abstract

Introduction: The education of students with Special Educational Needs (NEE), traditionally based on a segregated care model, has focused on Inclusive Education (EI) in the last two decades and increasing form, and in parallel with the legislation, many families have increasingly requested the insertion of children in schools of Regular Education (ER). Objectives: To evaluate the functional performance of students enrolled in municipal RE institutions in Alfenas-MG and to diagnose the accessibility of these institutions. Material and Methods: This was an observational cross-sectional study, in which the functional performance of 101 students (n = 101) was evaluated and the accessibility of the municipal schools of Alfenas-MG (n = 25) was evaluated. The evaluation of the functional performance of the students occurred indirectly through the questioning of the teachers, in the presence of the student, in 38 domains of the component "Activities and Participation" of the International Classification of Functioning, Disability and Health (CIF). After the evaluation of the performance, the use of facilitators related to mobility and communication was evaluated and, finally, an evaluation of the school in front of the domains of the CIF and items of the Brazilian Association of Technical Standards (ABNT) NBR 9050. Results: 101 students were enrolled in 14 of the 25 municipal ER institutions of Alfenas-MG. The assessed students had a diagnosis of Intellectual Disability (DI), Physical Deficiency (DF), Auditory Deficiency (DA), Visual Deficiency (DV) and Autistic Spectrum Disorder (TEA). The profile outlined a predominance of male students (75.2%), aged between six and ten years (65.3%), who are in Elementary School I (70.3%) and have a support teacher (73.3%). According to the diagnoses of the prevalence of TEA that corresponded to 42 students (41,6%), followed by students with DI, 34 students (33.7%); DF, 13 students (12.9%); DA, seven students (6.9%) and DV, five students (4.9%). The students' functional performance was plotted according to the diagnoses and described in terms of difficulty ranging from "none to complete". Regarding the use of facilitators, eight students (7.9%) used to support mobility and personal transportation in internal and external environments and 15 students (14.9%) used some product or technology to support communication. Regarding the evaluation of school accessibility, all institutions evaluated (n = 25) presented to moderate facilitator in general education products and technologies and a complete barrier to education products and technologies. Regarding architecture, materials and architectural technologies, no institution met all accessibility criteria established by ABNT NBR 9050. At least two physical barriers were found in the 25 institutions evaluated, the most common are absence signs, the minimum number of toilets per floor and the absence of an auxiliary communication system. Conclusion: students‟ performance was more impaired in aspects related to reading, writing and calculus, in which the results were concentrated in the qualifiers that indicated from moderate difficulty to complete difficulty. Through its "Activities and Participation" component, the CIF provided an objective description of the extent of difficulties encountered by students with disabilities or TEA enrolled in RE schools. The evaluation of performance allowed to know the involvement of the individual in a life situation, and was essential to understand the functionality and limitations of these children. Although the enrollment and the presence of SEN students are legally guaranteed by law, there are physical barriers that may hinder and restrict the active participation of these students in different school contexts.