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Advisor(s)
Abstract(s)
Introdução: Permitir que todas as crianças beneficiem de uma educação regular, independentemente das suas necessidades de saúde especiais, continua a ser um dos principais desafios que os sistemas educativos enfrentam. Neste contexto, a Enfermagem Comunitária, tendo como espaço de intervenção o indivíduo e/ou grupos e/ou comunidade, capacita o profissional para prestar cuidados de saúde específicos e diferenciados às crianças com necessidades de saúde especiais e suas famílias, num trabalho em pareceria com toda a comunidade escolar.
Objetivo: Mapear as evidências científicas existentes sobre o conhecimento dos professores sobre a inclusão de alunos com Necessidades de Saúde Especiais no ensino regular e planear um curso de formação para professores do ensino regular.
Metodologia: Scoping Review com base nas recomendações do Joanna Briggs Institute e do PRISMA-ScR, com pesquisa de artigos nas bases de dados eletrónicas PubMed e CINAHL complete (via EBSCOhost), com friso temporal de janeiro de 2019 até maio de 2023, nos idiomas português e inglês. A extração e síntese dos dados e a sua seleção foram realizadas por dois revisores independes, com recurso ao aplicativo Rayyan.
Resultados: Dos 84 artigos analisados, foram incluídos 5 artigos que respondiam à questão de pesquisa. As evidências dos estudos revelaram que ainda há muitos professores com conhecimentos limitados sobre como lidar e ensinar alunos com necessidades de saúde especiais, possuem uma compreensão inadequada da educação inclusiva e falta de preparação para ensinar estes alunos, não revelam possuir qualificações académicas e de formação necessárias para a inclusão de alunos com necessidades de saúde especiais. As barreiras inerentes à inclusão são a falta de materiais educativos adequados, tempo limitado para dedicar atenção suficiente aos alunos com necessidades de saúde especiais, conhecimentos limitados sobre as necessidades de saúde especiais, salas de aula que não foram concebidas para alunos com incapacidade física e número elevado de alunos por turma.
Conclusões: Os estudos revelam fracos conhecimentos por parte dos professores para apoiarem as crianças com Necessidades de Saúde Especiais. Assim, o Enfermeiro Especialista em Enfermagem Comunitária desempenha um papel essencial na capacitação desta comunidade escolar como um garante dos seus direitos universais.
Palavras-chave: Crianças com Necessidades de Saúde Especiais; Professores; Conhecimento; Enfermeiro; Enfermagem Comunitária.
Abstract Introduction: Enabling all children to benefit from a regular education, regardless of their special health needs continues to be one of the main challenges facing education systems. In this context, Community Nursing, whose area of intervention is the community, equips the Community Nursing Specialist as a professional trained to provide specific and differentiated health care to children with special health needs and their families, working in partnership with the entire school community. Objective: To map the existing scientific evidence on teachers' knowledge of the inclusion of students with Special Health Needs in mainstream education. Methodology: Scoping Review based on the recommendations of the Joanna Briggs Institute and PRISMA-ScR, with a search for articles in the electronic databases PubMed and CINAHL complete (via EBSCOhost), with a time frame from January 2019 to May 2023, in Portuguese and English. Data extraction, synthesis and selection were carried out by two independent reviewers using the Rayyan application. Results: Of the 84 articles analyzed, 5 articles that answered the research question were included. The evidence from the studies revealed that many teachers still have limited knowledge of how to deal with and teach students with special health needs, have an inadequate understanding of inclusive education and lack preparation to teach these students, and do not have the academic qualifications and training necessary for the inclusion of students with special health needs. Barriers to inclusion include lack of appropriate educational materials, limited time to devote sufficient attention to pupils with special health needs, limited knowledge of special health needs, classrooms not designed for pupils with physical disabilities, high class sizes. Conclusions: This study shows that the Community Health Nurse plays an important role in terms of good practices within the school community, so that they can provide personalized and continuous support and intervention for children with special health needs, as a guarantor of their universal rights. Keywords: Children with Special Health Needs; Teachers; Knowledge; Nurse; Community Nursing.
Abstract Introduction: Enabling all children to benefit from a regular education, regardless of their special health needs continues to be one of the main challenges facing education systems. In this context, Community Nursing, whose area of intervention is the community, equips the Community Nursing Specialist as a professional trained to provide specific and differentiated health care to children with special health needs and their families, working in partnership with the entire school community. Objective: To map the existing scientific evidence on teachers' knowledge of the inclusion of students with Special Health Needs in mainstream education. Methodology: Scoping Review based on the recommendations of the Joanna Briggs Institute and PRISMA-ScR, with a search for articles in the electronic databases PubMed and CINAHL complete (via EBSCOhost), with a time frame from January 2019 to May 2023, in Portuguese and English. Data extraction, synthesis and selection were carried out by two independent reviewers using the Rayyan application. Results: Of the 84 articles analyzed, 5 articles that answered the research question were included. The evidence from the studies revealed that many teachers still have limited knowledge of how to deal with and teach students with special health needs, have an inadequate understanding of inclusive education and lack preparation to teach these students, and do not have the academic qualifications and training necessary for the inclusion of students with special health needs. Barriers to inclusion include lack of appropriate educational materials, limited time to devote sufficient attention to pupils with special health needs, limited knowledge of special health needs, classrooms not designed for pupils with physical disabilities, high class sizes. Conclusions: This study shows that the Community Health Nurse plays an important role in terms of good practices within the school community, so that they can provide personalized and continuous support and intervention for children with special health needs, as a guarantor of their universal rights. Keywords: Children with Special Health Needs; Teachers; Knowledge; Nurse; Community Nursing.
Description
Keywords
Avaliação de necessidades Competência profissional Enfermagem de saúde comunitária Planeamento em saúde Revisão Community health nursing Health planning Needs assessment Professional competence Review