A crianca com condição crônica: identificando necessidades e estrategias de superação no contexto escolar.

Abstract

Despite the limitations resulting from the chronic condition of the child, it is important to strive for inclusion of the same environments characteristic of his age. Being the school an ideal setting for the first oportunizar social experiences and enlarge them, thus contributing to the development of their potential. In this sense, sought to know the reality of school children with chronic conditions, and identify the difficulties that children with chronic conditions in school presents; Understanding how is the face of difficulties and challenges that arise as a result of the chronic condition in children in school age; Understanding how parents or family caregivers perceive the role of schools in providing conditions for the inclusion of these children. Therefore, we used a survey-type descriptive and exploratory field, with a qualitative approach. Data were collected through interviews, supported by semi-structured questionnaire. For data analysis we used the methodology of the Collective Subject Discourse (CSD). Based on the responses of mothers of children with any chronic health condition in the survey were built six central ideas: Difficulty in maintaining a child's cooperative behavior, lack of preparation of teachers in handling special children; Confronting the challenges and difficulties that arise due to the chronic condition causes chronic losses that the child's education; Difficulty interaction among children, the school in promoting conditions for social inclusion. Through the analysis of those mothers of children with chronic conditions was observed that the main challenges related to these children and their chronic condition in the school context, are linked to this difficulty maintaining a cooperative behavior within the classroom, lack of preparation of teachers in handling special children and the difficulty of interaction between children. Thus, before the search results, leads us to reflect on the ways in which schools are dealing with this reality, and if they are really prepared to develop an inclusive education.