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Publication
Escolas inclusivas – intervenção dos/as enfermeiros/as de reabilitação
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Abstract(s)
Introdução: As barreiras arquitetónicas assumem um papel de relevo na problemática da inclusão
social, sendo consideradas um dos fatores ambientais com influência direta na vida da pessoa e tendo
como resultado a incapacidade, restrição de participação e limitação da atividade a pessoas com
mobilidade condicionada. Como tal, o/a Enfermeiro/a Especialista em Enfermagem de Reabilitação
assume, assim, um papel preponderante na inclusão, através da execução de intervenções de
enfermagem de reabilitação, que resultam em ambientes acessíveis para pessoas com mobilidade
condicionada, através da proposta de eliminação das barreiras arquitetónicas ou da capacitação das
pessoas para as ultrapassarem. Embora a incidência da deficiência venha a diminuir nas crianças nos
últimos anos, ainda se constata a existência de muitas crianças com deficiência, o que leva a
questionar até que ponto as escolas estão a cumprir a legislação em vigor no que concerne a
acessibilidade.
Objetivos: o estudo centra-se na descrição dos resultados da observação das acessibilidades nas
escolas de um município.
Metodologia: Paradigma quantitativo de natureza descritiva, transversal, exploratório. O universo é
constituído por Jardins de Infância, Escolas Básicas de Primeiro Ciclo, Escolas Básicas de Primeiro Ciclo
e Jardim de Infância, Centros Escolares, Escolas Básicas de Primeiro e Segundo Ciclos, Escolas Básicas
de Primeiro, Segundo e Terceiro Ciclos, Escolas Básicas de Segundo e Terceiro Ciclos e Escolas
Secundárias - distribuídas por um Município do Norte de Portugal - sendo no total setenta e duas
escolas, no entanto, como algumas escolas possuem mais que um edifício a amostra corresponde a
cento e treze edifícios. O instrumento de colheita de dados é uma grelha de observação das condições
de acessibilidade construída a partir da legislação em vigor.
Resultados: O tratamento de dados fez-se com recurso a estatística descritiva simples e estatística
inferencial. A amostra é representada por 69% dos edifícios que correspondem ao Primeiro Ciclo e
Jardim de Infância, 23,9% a Escolas de Primeiro, Segundo e Terceiro Ciclos e, por último, 7,1% a Escolas
Secundárias. Apenas 31% dos edifícios apresentam percursos acessíveis até às portas de entrada,
67,3% do edificado escolar apresenta corredores com largura igual ou superior a 1,8m e 47,2% dos
edifícios com mais de 1 piso possuem uma sala de cada tipo acessível. Há relação de associação das
condições de acessibilidade com a categorização dos edifícios por tipologia de ciclos educativos.
Conclusão: O/A Enfermeiro/a de Reabilitação tem conhecimentos para identificar barreiras
arquitetónicas, para emitir pareceres em comissões técnicas de acessibilidades de forma a contribuir
para escolas inclusivas e para fornecer informação aos pais/cuidadores(as) das crianças com
mobilidade reduzida para fazerem face à dificuldade provocada pelas barreiras arquitetónicas.
Introduction: Architectural barriers play a major role in the problem of social inclusion, being considered one of the environmental factors with direct influence on the person's life and resulting in disability, restriction of participation and limitation of activity to people with disabilities. So the Nurse/Rehabilitation Nursing Specialist assumes a preponderant role in the inclusion, through the execution of rehabilitation nursing interventions, which result in accessible environments for people with disabled mobility, through the proposal to eliminate architectural barriers or the training of people to overcome them. Although the incidence of disability has decreased in children in recent years, there are still many children with disabilities, which leads to question if schools are complying with the legislation in force with regard to accessibility. Objectives: This study focus on the description of the results obtained by an exaustive observation of accessibility in schools in a county. Methodology: Quantitative paradigm of descriptive, cross-sectional, exploratory nature. The universe consists of Kindergartens, First and Third Cycle Basic Schools, First Cycle Basic Schools and Kindergarten, School Centers, First and Second Cycle Basic Schools, First, Second and Third Cycles Basic Schools, Second and Third Cycles Basic Schools and Secondary Schools - distributed across a county in northern Portugal - being in total seventy-two schools, however, as some schools have more than one sample building corresponds to one hundred and thirteen buildings. The data collection instrument is a grid for observing accessibility conditions constructed from existing legislation. Results: The collected data were processed using simple descriptive statistics and inferential statistics. The sample is represented by 69% of the buildings that correspond to the First Cycle and Kindergarten, 23.9% to Schools of First, Second and Third Cycles and, finally, 7.1% to Secondary Schools. Only 31% of the buildings have accessible routes to the entrance doors, 67.3% of the school building has corridors with a width of 1.8m or more and 47.2% of buildings with more than 1 floor have a room of each type accessible. There is an association between accessibility conditions and the categorization of buildings by typology of educational cycles. Conclusion: The Rehabilitation Nurse has the knowledge to identify architectural barriers, to issue opinions in technical accessibility committees in order to contribute to inclusive schools and to provide information to parents/caregivers of children with reduced mobility to face the difficulty caused by architectural barriers.
Introduction: Architectural barriers play a major role in the problem of social inclusion, being considered one of the environmental factors with direct influence on the person's life and resulting in disability, restriction of participation and limitation of activity to people with disabilities. So the Nurse/Rehabilitation Nursing Specialist assumes a preponderant role in the inclusion, through the execution of rehabilitation nursing interventions, which result in accessible environments for people with disabled mobility, through the proposal to eliminate architectural barriers or the training of people to overcome them. Although the incidence of disability has decreased in children in recent years, there are still many children with disabilities, which leads to question if schools are complying with the legislation in force with regard to accessibility. Objectives: This study focus on the description of the results obtained by an exaustive observation of accessibility in schools in a county. Methodology: Quantitative paradigm of descriptive, cross-sectional, exploratory nature. The universe consists of Kindergartens, First and Third Cycle Basic Schools, First Cycle Basic Schools and Kindergarten, School Centers, First and Second Cycle Basic Schools, First, Second and Third Cycles Basic Schools, Second and Third Cycles Basic Schools and Secondary Schools - distributed across a county in northern Portugal - being in total seventy-two schools, however, as some schools have more than one sample building corresponds to one hundred and thirteen buildings. The data collection instrument is a grid for observing accessibility conditions constructed from existing legislation. Results: The collected data were processed using simple descriptive statistics and inferential statistics. The sample is represented by 69% of the buildings that correspond to the First Cycle and Kindergarten, 23.9% to Schools of First, Second and Third Cycles and, finally, 7.1% to Secondary Schools. Only 31% of the buildings have accessible routes to the entrance doors, 67.3% of the school building has corridors with a width of 1.8m or more and 47.2% of buildings with more than 1 floor have a room of each type accessible. There is an association between accessibility conditions and the categorization of buildings by typology of educational cycles. Conclusion: The Rehabilitation Nurse has the knowledge to identify architectural barriers, to issue opinions in technical accessibility committees in order to contribute to inclusive schools and to provide information to parents/caregivers of children with reduced mobility to face the difficulty caused by architectural barriers.
Description
Keywords
Barreiras Arquitetónicas Inclusão Crianças Enfermeiros de reabilitação