Inclusion of children with special healthcare needs at school: teachers’ perspective
ABSTRACT Objective: to understand the perception of teachers from the municipal education network regarding the inclusion of children with special healthcare needs in the school context. Method: qualitative research carried out through semi-structured interviews with 22 teachers from nine public s...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2025-08-01
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| Series: | Revista Gaúcha de Enfermagem |
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| Online Access: | http://revodonto.bvsalud.org/scielo.php?script=sci_arttext&pid=S1983-14472025000100441&lng=en&tlng=en |
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| _version_ | 1849774282556571648 |
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| author | Francisco Junio do Nascimento Eliane Tatsch Neves Cíntia Beatriz Goi Camila Lovato de Figueiredo Ana Carolina Cunha Almeida Giovana Calcagno Gomes Aline Cammarano Ribeiro Andrea Moreira Arrué |
| author_facet | Francisco Junio do Nascimento Eliane Tatsch Neves Cíntia Beatriz Goi Camila Lovato de Figueiredo Ana Carolina Cunha Almeida Giovana Calcagno Gomes Aline Cammarano Ribeiro Andrea Moreira Arrué |
| author_sort | Francisco Junio do Nascimento |
| collection | DOAJ |
| description | ABSTRACT Objective: to understand the perception of teachers from the municipal education network regarding the inclusion of children with special healthcare needs in the school context. Method: qualitative research carried out through semi-structured interviews with 22 teachers from nine public schools in southern Brazil between November and December 2023. The selection strategy was conducted by educational clusters, schools were selected by probabilistic sampling and participants by convenience. The data were submitted to inductive thematic analysis. Results: teachers reported a feeling of frustration and overload due to the lack of continued training to assist in the process of including children with special healthcare needs in the school environment. Strategies included playful activities and planning in partnership with special educators. They cited the nursing professional as a facilitator for the inclusion process. Conclusion: in the teachers’ perception, there are difficulties related to the child, the training process, institutional aspects and infrastructure to enable inclusion. They suggest bringing the education and health sectors closer together so that teachers feel safe to carry out their activities. |
| format | Article |
| id | doaj-art-0c488b583d0a493fb08b18ec02126a98 |
| institution | DOAJ |
| issn | 1983-1447 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Revista Gaúcha de Enfermagem |
| spelling | doaj-art-0c488b583d0a493fb08b18ec02126a982025-08-20T03:01:46ZengUniversidade Federal do Rio Grande do SulRevista Gaúcha de Enfermagem1983-14472025-08-014610.1590/1983-1447.2025.20240272.enInclusion of children with special healthcare needs at school: teachers’ perspectiveFrancisco Junio do Nascimentohttps://orcid.org/0000-0002-5010-9747Eliane Tatsch Neveshttps://orcid.org/0000-0002-1559-9533Cíntia Beatriz Goihttps://orcid.org/0000-0002-2757-5168Camila Lovato de Figueiredohttps://orcid.org/0009-0005-3384-5215Ana Carolina Cunha Almeidahttps://orcid.org/0000-0002-0105-4161Giovana Calcagno Gomeshttps://orcid.org/0000-0002-2464-1537Aline Cammarano Ribeirohttps://orcid.org/0000-0003-3575-2555Andrea Moreira Arruéhttps://orcid.org/0000-0001-5391-324XABSTRACT Objective: to understand the perception of teachers from the municipal education network regarding the inclusion of children with special healthcare needs in the school context. Method: qualitative research carried out through semi-structured interviews with 22 teachers from nine public schools in southern Brazil between November and December 2023. The selection strategy was conducted by educational clusters, schools were selected by probabilistic sampling and participants by convenience. The data were submitted to inductive thematic analysis. Results: teachers reported a feeling of frustration and overload due to the lack of continued training to assist in the process of including children with special healthcare needs in the school environment. Strategies included playful activities and planning in partnership with special educators. They cited the nursing professional as a facilitator for the inclusion process. Conclusion: in the teachers’ perception, there are difficulties related to the child, the training process, institutional aspects and infrastructure to enable inclusion. They suggest bringing the education and health sectors closer together so that teachers feel safe to carry out their activities.http://revodonto.bvsalud.org/scielo.php?script=sci_arttext&pid=S1983-14472025000100441&lng=en&tlng=enChildChronic DiseaseMainstreaming educationNurse |
| spellingShingle | Francisco Junio do Nascimento Eliane Tatsch Neves Cíntia Beatriz Goi Camila Lovato de Figueiredo Ana Carolina Cunha Almeida Giovana Calcagno Gomes Aline Cammarano Ribeiro Andrea Moreira Arrué Inclusion of children with special healthcare needs at school: teachers’ perspective Revista Gaúcha de Enfermagem Child Chronic Disease Mainstreaming education Nurse |
| title | Inclusion of children with special healthcare needs at school: teachers’ perspective |
| title_full | Inclusion of children with special healthcare needs at school: teachers’ perspective |
| title_fullStr | Inclusion of children with special healthcare needs at school: teachers’ perspective |
| title_full_unstemmed | Inclusion of children with special healthcare needs at school: teachers’ perspective |
| title_short | Inclusion of children with special healthcare needs at school: teachers’ perspective |
| title_sort | inclusion of children with special healthcare needs at school teachers perspective |
| topic | Child Chronic Disease Mainstreaming education Nurse |
| url | http://revodonto.bvsalud.org/scielo.php?script=sci_arttext&pid=S1983-14472025000100441&lng=en&tlng=en |
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