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Войти в исследования Revista da Escola de Enfermagem da U S P · 2022
School inclusion of children and adolescents with epidermolysis bullosa: The mothers' perspective.
СтатьяНазвание и аннотация: Перевод в очереди
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Barbosa Nayara Gonçalves, Silva Carolina Balestra, Carlos Diene Monique, Brosso Lilian, Levada Aline Fernanda, Okido Aline Cristiane Cavicchioli
Аннотация
OBJECTIVE: to understand the school inclusion of children and adolescents with Epidermolysis Bullosa from the mothers' perspective.
METHOD: qualitative study, based on Urie Bronfenbrenner's Bioecological Theory of Development, conducted between September and November 2021. Interviews were conducted with six mothers from different Brazilian locations, recording audio and video using the Google Meet® platform. The statements were analyzed using thematic analysis.
RESULTS: two categories were identified: i) The school microsystem: challenges and adaptations for inclusion of children and adolescents with Epidermolysis Bullosa; ii) The school-family mesosystem: possibilities to promote better school inclusion. Mothers highlighted the challenges in school inclusion as well as the benefits provided by social interaction. In order to facilitate the inclusion, the school microsystem promoted adaptations in the teaching-learning process, structural changes, hiring of caregivers, and dialogues with family members.
CONCLUSION: initially, school inclusion was permeated by feelings such as fear and anguish, but the adaptations contributed to promote well-being, welcoming, and social integration of children and adolescents.
METHOD: qualitative study, based on Urie Bronfenbrenner's Bioecological Theory of Development, conducted between September and November 2021. Interviews were conducted with six mothers from different Brazilian locations, recording audio and video using the Google Meet® platform. The statements were analyzed using thematic analysis.
RESULTS: two categories were identified: i) The school microsystem: challenges and adaptations for inclusion of children and adolescents with Epidermolysis Bullosa; ii) The school-family mesosystem: possibilities to promote better school inclusion. Mothers highlighted the challenges in school inclusion as well as the benefits provided by social interaction. In order to facilitate the inclusion, the school microsystem promoted adaptations in the teaching-learning process, structural changes, hiring of caregivers, and dialogues with family members.
CONCLUSION: initially, school inclusion was permeated by feelings such as fear and anguish, but the adaptations contributed to promote well-being, welcoming, and social integration of children and adolescents.