Programa de orientação não presencial de pais de crianças deficientes auditivas.
Resumen
The final result of rehabilitation of hearing impaired children depends on how
the parents deal with the situation, i.e. how they accept their child s condition and
enjoy the opportunities of the environment to stimulate and optimize the therapeutic
and educational work done by specialists. The information that parents receive
should consider the social and emotional context, to allow application of orientations
and exploitation of the available resources. The purpose of this work was to
elaborate and evaluate a non-presential orientation program for parents and
caretakers of children with severe or deep hearing impairment, aged 2 to 6 years.
The program was designed in four units of theoretical content with basic information
and proposals of practical activities, was applied to 30 parents assisted at the Center
for Hearing, Language and Vision Disturbances of HRAC/USP. The units were
prepared on the basis of information achieved from specialists and parents.
Information from specialists comprised the orientation they provide during the
appointments for hearing impairment diagnosis and hearing aid fitting, and the
knowledge that parents should acquire from the orientation, in accordance with their
reports. Information from the parents addressed their difficulties with the
children, themselves and their family, and the type of information they would like to
receive. To evaluate the content and the receptivity of the program, the parents
answers to the questionnaires of the four units were considered, as well as the final
interview, which was applied to the first 14 parents completing the questionnaires.
The analyses revealed that parents look for clear and direct information, which may
guide them in daily life, as well as suggestions of practical activities adequate to
their real lives and families, to help in child development. Although some parents
found difficulties in expressing themselves by writing or doing the activities that
required some educational level, it was noticed that it did not impair a program with
written material and suggestions of activities. It should be considered that some
questions only aimed at making parents think about the proposed subjects, and even
when having difficulties to answer some question or perform some activity, the
parents were already involved with the subjects and could attempt to apply them to
their reality, to make decisions with tranquility and confidence.