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Advisor(s)
Abstract(s)
A educação especial, que visa a inclusão educativa e social, tem como objetivo promover igual oportunidade de acesso e participação nos contextos. Pretende possibilitar o sucesso educativo de crianças/jovens jovens com necessidades educativas especiais de carácter permanente, necessário para um futuro profissional, com a máxima autonomia e estabilidade emocional (Direcção-Geral de Inovação e de Desenvolvimento Curricular, 2008). Desta forma, intervém em crianças e jovens com necessidades educativas especiais com limitações na participação social, comunicação, aprendizagem, mobilidade, autonomia, e relacionamento interpessoal, de carácter permanente, de que resultam limitações significativas ao nível da atividade e da participação num ou vários domínios de vida (Direcção-Geral de Inovação e de Desenvolvimento Curricular, 2008).
A Classificação Internacional de Funcionalidade (CIF) tem um papel importante no ensino português tendo sido introduzida pelo Decreto-lei 3/2008 de 7 de Janeiro do Ministério da Educação que veio legislar a Educação Especial e reforçar a elaboração do relatório técnico pedagógico, preferencialmente por referenciação à CIF. A CIF versão crianças e jovens pode ser cotada utilizando o World Health Organization Disability Assessment Schedule 2.0 Child and Youth (WHODAS 2.0 CY) que foi criado por um grupo de trabalho do Manual Diagnóstico e Estatístico de Transtornos Mentais versão cinco (DSM-5) (Scorza et al., 2013; Von Korff et al., 2008).
O WHODAS 2.0 CY foi criado a partir da versão de adultos, WHODAS 2.0 de forma a poder corresponder às necessidades especificas das crianças e jovens. È um instrumento que permite a recolha de informação acerca das várias áreas contextuais da criança/jovem: compreensão e comunicação, mobilidade, cuidado pessoal, relação com os outros, atividades da vida diária e participação na sociedade. Foi desenvolvido por um grupo de trabalho em 2013 do tendo sido, posteriormente, traduzido e validado em Ruanda (Scorza et al., 2013). É um instrumento que tem um total de 36 itens de resposta através de uma escala de Likert.
Este estudo, de carácter metodológico, visou a tradução e adaptação cultural do instrumento WHODAS 2.0 CY para a Língua Portuguesa. O processo de adaptação seguiu as diferentes etapas: duas traduções para a Língua Portuguesa, uma síntese das duas versões (reconciliação), retroversão para a língua original (inglesa), comparação da retroversão com a original de forma a garantir a equivalência, avaliação por um comité de especialistas, pré-teste, retorno ao comité e relatórios acerca das escolhas ao nível da tradução. O instrumento foi realizado por um total de 43 participantes que foram convidados a verbalizar as dúvidas sobre o conteúdo dos itens do instrumento para que pudessem sugerir novas reformulações.
Assim, a realização deste projeto, permitiu traduzir e adaptar uma escala que se reveste da maior importância, devido ao seu valor no auxílio ao diagnóstico e à sua utilidade para identificar quais as limitações decorrentes de uma situação de saúde e perceber melhor a perceção das crianças/adolescentes quanto a estes. Poderá ser, ainda, um contributo importante para a avaliação e intervenção nas escolas.
Special education, which aims educational and social inclusion, intent to promote equal opportunities for access and participation in the different contexts. Likewise, it aims to promote the educational success of children/young people with special educational needs of a permanent nature, necessary for a professional future, with the maximum autonomy and emotional stability. In this way, it intervenes in children and young people with special educational needs with limitations on social participation, communication, learning, mobility, autonomy, and interpersonal relationships, of a permanent nature, resulting in significant limitations in activity and participation in one or several domains (Direcção-Geral de Inovação e de Desenvolvimento Curricular, 2008). The International Classification of Functioning (CIF) plays an important role in Portuguese education and was introduced by Decreto-Lei 3/2008 of January 7 of the Ministry of Education, which came to legislate Special Education and strengthen the preparation of a pedagogical technical report, preferably by reference to the ICF. The ICF version for children and young people can be quoted using the World Health Organization Disability Assessment Schedule 2.0 Child and Youth (WHODAS 2.0 CY) which was created by a working group of the Diagnostic and Statistical Manual of Mental Disorders version five (DSM-5) (Scorza et al., 2013; Von Korff et al., 2008). WHODAS 2.0 CY was created from the adult version, WHODAS 2.0, in order to meet the specific needs of children and young people. It is an instrument that allows gather of information about the various contexts of the child / youth: understanding and communication, mobility, personal care, relationship with others, activities of daily living and participation in society. Was developed by a working group in 2013 and subsequently translated and validated in Rwanda (Scorza et al., 2013). It is an instrument that has a total of 36 response items through a Likert scale. This study, of a methodological character, aimed the translation and cultural adaptation of the instrument WHODAS 2.0 CY for the Portuguese Language. The adaptation process followed the different steps: two translations for the Portuguese language, a synthesis of the two versions (reconciliation), retroversion to the original language (English), comparison of the retroversion with the original so as to guarantee equivalence, committee of experts, pre-test, return to the committee and reports about the choices at the translation level. The instrument was carried out by a total of 43 participants who were invited to share doubts about the content of the items of the instrument so that it could suffer reformulations Thus, the realization of this project allowed us to translate and adapt a scale that is of the utmost importance due to its value in assisting the diagnosis, its usefulness in identifying the limitations arising from a health situation and to better understand the children's/ teenager’s perception about these. It can also be an important contribution to the evaluation and intervention in schools.
Special education, which aims educational and social inclusion, intent to promote equal opportunities for access and participation in the different contexts. Likewise, it aims to promote the educational success of children/young people with special educational needs of a permanent nature, necessary for a professional future, with the maximum autonomy and emotional stability. In this way, it intervenes in children and young people with special educational needs with limitations on social participation, communication, learning, mobility, autonomy, and interpersonal relationships, of a permanent nature, resulting in significant limitations in activity and participation in one or several domains (Direcção-Geral de Inovação e de Desenvolvimento Curricular, 2008). The International Classification of Functioning (CIF) plays an important role in Portuguese education and was introduced by Decreto-Lei 3/2008 of January 7 of the Ministry of Education, which came to legislate Special Education and strengthen the preparation of a pedagogical technical report, preferably by reference to the ICF. The ICF version for children and young people can be quoted using the World Health Organization Disability Assessment Schedule 2.0 Child and Youth (WHODAS 2.0 CY) which was created by a working group of the Diagnostic and Statistical Manual of Mental Disorders version five (DSM-5) (Scorza et al., 2013; Von Korff et al., 2008). WHODAS 2.0 CY was created from the adult version, WHODAS 2.0, in order to meet the specific needs of children and young people. It is an instrument that allows gather of information about the various contexts of the child / youth: understanding and communication, mobility, personal care, relationship with others, activities of daily living and participation in society. Was developed by a working group in 2013 and subsequently translated and validated in Rwanda (Scorza et al., 2013). It is an instrument that has a total of 36 response items through a Likert scale. This study, of a methodological character, aimed the translation and cultural adaptation of the instrument WHODAS 2.0 CY for the Portuguese Language. The adaptation process followed the different steps: two translations for the Portuguese language, a synthesis of the two versions (reconciliation), retroversion to the original language (English), comparison of the retroversion with the original so as to guarantee equivalence, committee of experts, pre-test, return to the committee and reports about the choices at the translation level. The instrument was carried out by a total of 43 participants who were invited to share doubts about the content of the items of the instrument so that it could suffer reformulations Thus, the realization of this project allowed us to translate and adapt a scale that is of the utmost importance due to its value in assisting the diagnosis, its usefulness in identifying the limitations arising from a health situation and to better understand the children's/ teenager’s perception about these. It can also be an important contribution to the evaluation and intervention in schools.
Description
Keywords
Classificação internacional de funcionalidade Necessidades educativas especiais Educação especial Serviço social WHODAS 2.0 Child and Youth ICF Participation Special Education Special Needs