Desempenho motor de alunos com paralisia cerebral frente à adaptação de recursos pedagógicos

Pós-graduação em Educação - FFC

Avaliação sistematizada para professores de alunos com paralisia cerebral (ASPA-PC)

Pós-graduação em Educação - FFC

Orientação para familiares de alunos com paralisia cerebral usuários de sistemas de comunicação suplementar e alternativa

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Opinião de profissionais da educação e da saúde sobre o uso da prancha ortostática para o aluno com paralisia cerebral

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Postura sentada de crianças com paralisia cerebral: influência da utilização do apoio de membros superiores

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Questionário de qualidade de vida de crianças com paralisia cerebral (cp qol-child): tradução e adaptação para língua portuguesa

The aim of this study was to verify the reliability of the Brazilian Portuguese version of the instrument Cerebral Palsy: quality of life questionnaire for children: primary caregiver questionnaire (CP QOLChild: primary caregiver) translated and culturally adapted. Thus, the translation and cultural adaptation of the instrument was made, and then the procedures to verify its reliability were performed. The translated and culturally adapted questionnaire was answered by 30 caregivers of children with cerebral palsy and inter and intra-observer analysis followed. The data allowed the authors to identify an internal consistency rangering from 0.649 to 0.858, intra-observer reliability from 0.625 to 0.809 and inter-observer reliability from 0.498 to 0.903. The analysis suggests that the instrument has acceptable psychometry.

Efeitos de um Protocolo Modificado da Terapia Por Contensão Induzida em Criança com Paralisia Cerebral Hemiparética

Evaluate the effects of a modifi ed ConstraintInduced Therapy intervention protocol regarding movement quality and frequency of use of the affected upper extremity on children with hemiplegic cerebral palsy. Longitudinal study of a single case, performed with a four year old submitted to intervention during three hours daily, for ten days, restricting the non-affected upper extremity for eight hours daily. Data were collected using the Pediatric Upper Extremity Motor Activity Log and analyzed using the arithmetic mean. Signifi cant improvement in quality of movement and frequency of use of the upper limb from pre to post-intervention were noted, maintaining the result in later data collection, besides the acquisition of functional motor skills. The modifi ed constraint-induced movement therapy protocol of this study was effective in treating the child with hemiplegic cerebral palsy, the results may be useful for professionals working with this clientele, assisting them in the intervention process.

Classificação do grau de comprometimento motor e do índice de massa corpórea em crianças com paralisia cerebral

Children with cerebral palsy due to movement and posture disorders might have an injured nutritional state. This study's objective was to classify the body mass index of children with cerebral palsy and verify its relation with the injury level of gross motor function. Twenty children, male and female sex, with cerebral palsy with ages between 2 and 14 years participated in the study. They were chosen from a rehabilitation center with physiotherapy, occupational and speech therapy accompaniment. Children were classified according to the gross motor function classification scale. The anthropometric measures of each child weight, heel-knee length, estimated stature and body mass index were gauged. The body mass index was classified according to the Center for Disease Control and Prevention's body mass index percentile calculator for children and teenagers. The obtained data didn't show any relation between the gross motor function and body mass index. The reduced number of participants and the fact of all children be accompanied in dysphagia clinics and, when necessary, nutrition clinics, might have influenced these results.

Recursos de Alta-Tecnologia Assistiva Disponíveis no Mercado Nacional:ferramentas para alunos com paralisia cerebral

In Brazil, the interest on the applicability of assistive technology resources in the school environment has grown for children with cerebral palsy, according to the evidences on the diffi culties in their process of scholarization. The objective of the project was the construction of a data base about the resources of high assistive technology in the national market, indicated for the use in the classroom environment for children with cerebral palsy, with the purpose to systemize information, to assist in the selection, prescription and implementation of this type of resource. From a search in the literature available in existing national sites, a computerized archive on the availability of these resources was constructed, having as parameters the applied methodology already used in previous study. Therefore, information on adapted resources had been systemized, constituting an accessible source of data to all the interested parties, aiming to contribute for a effective implementation of these resources in the promotion of the scholarization of children with cerebral palsy in the country.

Avaliação das Habilidades Motoras de Alunos com Paralisia Cerebral: Uso do ASPA-PC

Due to motor limitations of students with cerebral palsy, in many cases, there is the need to adapt pedagogical resources or indicate among available materials which is more accessible according to their Motor Skills to plan teaching strategies. It is known, however, that for these procedures you must perform an assessment not only able to identify their difficulties in relation to the motor act, but their skills related to resource access and what is expected with the handling. However, it is not so easy to evaluate specific characteristics of each student, since the literature has considered that teachers, even those with training in special education, have had difficulty not only in assessing students with disabilities, but also to consider data assessment to plan an effective intervention in teaching these students. Thus, the aim of this study was to evaluate the motor skills of five students with cerebral palsy using the instrument called ASPA-PC. The results indicated that the use of ASPA-PC enabled the identification of motor skills in relation to access to the materials specifically to each student and therefore was possible : 1) adapting teaching resource; 2) contraindicate the use of a particular feature due to difficulties physical and the energy expenditure of the student performing the movement and 3) indicate more accessible materials to the student, taking into account its design. Furthermore, the evaluation result corroborated to develop teaching strategies for each student according to their characteristics.

Análise do equilíbrio estático e de deformidades nos pés de crianças com paralisia cerebral por meio de baropodometria computadorizada

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Mobiliários adaptados para pessoas com paralisia cerebral: um levantamento das teses e dissertações produzidas no Brasil

The Assistive Technology makes the lives of people without disabilities more practical, but for people with disabilities it can make things possible. For these individuals can provide the conditions, making their limitations are not obstacles to their social and personal empowerment, and may contribute to their effective participation in tasks that were previously impossible, such as remaining seated correctly. A segment on which the necessary assistive technology works, is the adaptation of furniture such as chairs, tables, chairs-to-wheels for individuals with disabilities, as well as cerebral palsy. The study aimed to conduct a survey and brief description of theses and dissertations produced in Brazil on furniture adapted for students with cerebral palsy. We made searching in databases of libraries of major universities and federal state national banks, theses and dissertations. Nine studies were selected for description. It was concluded that there is a considerable array of professionals, both in engineering as the field of rehabilitation, to contribute in the adaptation, creation and even the manufacture of furniture for children with cerebral palsy and that the securities most studied are the chairs and their components.

Sistemas suplementares e alternativos de comunicação nas habilidades expressivas de um aluno com paralisia cerebral

The objective of this research was to describe the use of an augmentative and alternative system for a student with cerebral palsy during intervention. A 10-year-old male student with cerebral palsy participated in this investigation. He attended special classes for people with disability in a public school in a city of the interior of Sao Paulo. The scheduled activities were carried out twice a week for two years at the Laboratory of Special Education of a public University of São Paulo. All of the tapes describing the activities that were filmed during the assessment and implementation of augmentative and alternative communication resource were watched and described using a specific protocol. Based on the information from the protocols, the sessions with intervals greater than 20 days and the ones with activities involving the communication board with the time equal or greater than 20 minutes during the first year of intervention were selected. The chosen sessions were transcribed in full and, after analyzing the text, the following categories were established, according to the stated goal: the graphic system helped the student with utterances of vertical structure (56%) associated with the oral (14%) and non-oral and non-verbal form (30%), while the use of the graphic system along with other forms collaborated to enhance statements, enabling better understanding of the child s intention. The use of augmentative and alternative communication systems provided the expansion of effective dialogical situations for the student during the activities carried out in speech therapy.

Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades

Studies about Assistive Technology have emphasized the need to integrate resources, services and strategies for inclusion and special education to foster the learning process and skill development of students with disabilities. The literature describes that the first step towards implementing assistive technology in schools should enable professionals to understand the situation involving the student in order to expand his or her participation in the teaching and learning process. This study aimed to identify the need for assistive technology services, resources and strategies for students with cerebral palsy in school. Two children with cerebral palsy and their teachers were selected. The data collection phase included three successive procedures: interviews with teachers, completing the identification protocol of the school routine and participant observation conducted in the classroom using filming and field diary. Based on the material gained from these three procedures, data triangulation was proposed, i.e., grouping information in a single document in order to establish categories of analysis. After preparing the material, the categories were assessed by judges from the field of knowledge. The results showed that after understanding the situation of the disabled student within the school context, it was possible to establish his or her skills and needs to indicate the appropriate assistive technology resources for the teacher's planning and thus provide proper teaching and learning for the children with disabilities. The study identified the need to establish specific procedures, an organized pedagogical plan and participation of health professionals as consultants on using assistive technology in school.

Efeitos da comunicação alternativa na interação professor-aluno com paralisia cerebral não-falante

Speech has been regarded as a social communicative modality required for building relationships in different contexts and cultures. Nevertheless, this is not always a readily available resource, especially for those who have developmental disorders. In this sense, Augmentative and Alternative Communication resources and strategies have been used by nonspeaking students with disabilities as useful tools to achieve greater social participation in different environments. Therefore, the present study examined the interaction between teachers and a student with cerebral palsy before and after the use of Alternative Communication strategies in the classroom. The study had a quantitative and qualitative nature and was designed as an intervention study. There were four main stages: 1) filming before the introduction of the resources in the classroom, 2) training the school teachers 3) providing technical assistance regarding the use of alternative communication to the child's teacher 4) filming teacher-student interactions using these technological resources. The interactions were transcribed and grouped into links. In this research, a link means the initiator's behavior directed to the exchange partner and the response in sequence from the interlocutor back to the initiator. It was found that the established interactions presented a maximum of four links, with greater frequency for episodes of 1st and 2nd links. After the intervention, there were different contexts with the presence of interactions up to the 6th link, often greater frequency for episodes of 1st, 2nd and 3rd links. In addition, the teacher showed a tendency to use symbols only as a tool for evaluating and teaching concepts. This perception changed as the teacher became familiarized with the Augmentative and Alternative Communication technology resources.