ATRIBUIÇÃO DE GRAVIDADE À DEFICIÊNCIA FÍSICA EM FUNÇÃO DA EXTENSÃO DO ACOMETIMENTO E DO CONTEXTO ESCOLAR

ATTRIBUTION OF SERIOUSNESS DEGREE TO PHYSICAL HANDICAP DUE TO INJURY EXTENSION AND SCHOOL SETTING

Rita de Cássia Tibério ARAÚJO; Sadao OMOTE

ABSTRACT: the perception people have about injury level of a disability is an important variable to be considered in the inclusion. This study aimed to identify the variation in the attribution of mild or severe injury to physical handicap depending upon four information sets. Ninety-seven Pedagogy students took part in the study. Data collecting instrument, consisting of a descriptive text concerning the need of computer keyboard adaptation for reading and written activity accomplishment by a hypothetical student, took account of two body conditions of motor deficit and two teaching settings. The indication of upper limb movement limitation characterized the partial injury. The global injury was represented by the indication of both upper limbs and lower ones movement limitation, besides difficulty in balance maintenance in seated position. The teaching settings were informed pointing out the use of adapted resource in regular class or in special class.Combining these indications, four conditions, whose effects on seriousness level attribution to the motor injury, were constituted. The four conditions received growing attribution of severe motor injury in following order: using adapted resource in regular class and partial injury, using adapted resource in regular class and global injury, using adapted resource in special class and partial injury and using adapted resource in special class and global injury. The results showed that the segregated teaching setting and global injury information tended toward maximization of the idea of injury severity.

KEYWORDS: special education; physical handicap; disability seriousness.

 

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