Efeitos de um programa de atenção diversificado às mães de alunos severamente prejudicados.
Abstract
The national literature in the field of special education has continually pointed the
necessity of research on programs towards attention to the families of persons with
handicap. The present research start from the idea that diferent families can have
diversified service necessities. This research was outlined to test this hypothesis, and the
general objective of the study consisted in developping, evaluate and compare the efects
of different contents of a program of attention to the mothers of the severaly
handicapped. For the research was used an experimental delineation of multi elements
baseline in which, 3 groups of mothers (A, B, C) was submitted to one sequency of
three diferent contents in a attention program (Emotional Support S; Information I;
and Training Abilities T), with variations in the order of offers of contents for each
group. The study involved two stages, denominated as Study 1 and 2. Study 1 counted
with the participation of 15 mothers of handicapped children from a special school and
had as objectives: a) Identify the necessities of mothers with severelly handicapped
children caracterizing aspects like received diagnostic, familiar structure, socialeconomic
conditions and demographics, environment organization and routine,
psicological conditions to establish gratefully interactions with their children. For this
were done individualized interviews that later were tabulated and resulted in a survey of
the necessities and potencialities of this mothers in relation to the child with deficiency.
The results of this first stage was the identification of the potencialities and necessities
of the families that were translated at the three contents for the attenction program and
that allowed develop the program with the identified contents (Contents S, I, T). The
study 2 had as participants 07 mothers of deficients students (with pre-school age,
considered severally handicaped that attended a special school). For the implementation
stage were done three groups, with the end to evaluate the efects of different
presentation orders of the three contents about the following selected variables:-
Comunnication Family-School CFE (measured by a note book); Adesion of the
Family to the Service AFA (measured by school frequency registry of the children to
the school) and about the development level of the students NDA, (measured by
performance evaluations in seven areas of infantile development: cognition,
socialization, nutrition, auto-care, motor abilities, courtesy rules and comunnication).
The results pointed gains for all seven children at the development level, varying around
10 to 30% in all the areas for the majority of the children (6 in 7), reaching in some
areas to 100% of the abilities. In relation to the variable CFE, the number of notes at the
family book went from zero to 18 times, in three months, that was the duration time of
the attention program. To the variable AFA, the frequency index at school varied from
80 to 100 % to all children. Is discussed at the end the necessity of implementing
attention programs for families with children with defficiency, that been fundamented at
the necessities of each family, starting with the hypothesis that families have diferent
necessities, and that due this need diferent services. As far as the presentation order of
contents, the data are suggestive that the most efficient order to the mothers os preschool
children would be: Emotional support, information and training of abilities
(SIT), to establish empathy and binding, followed by the information offer to increase
the understanding about the deficiency, what would favour later on the trainning of
abilities to the teaching of their children.