Surdocegueira e deficiência múltipla sensorial: análise do Programa Atendimento Domiciliar &Famílias Apoiadas / Deafblindness and Multiple Sensory Impairment: analysis of the Home Visit &Supported Families Program

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

The objective of this thesis was to identify the orientations and strategies used with families at home visits that have helped their children with deafblindness or with multiple sensory impairment to develop skills in daily living activities. The theoretical basis refer to the characterization of the person with deafblindness and multiple sensory impaired, their difficulties with communication and participation; to the methodologies that guide the evaluation and organization of educational programs; to the characterization and needs of the families; to programs based on daily living activities. The participants were two students and their mothers enrolled in the Home Visit &Supported Families Program (Program AD &FA), of Ahimsa. The criteria to select the participants were: similarities in the characteristics due to etiology of the disability, Congenital Rubella Syndrome (CRS) and behavior alterations caused by the late manifestations of the CRS; similarity of age group, young adults between 22 and 23 years old. To data collection there were performed 10 home visits to each family in the period of February to September 2009, in which daily living skills activities were developed and observations reports were made; towards the end of the visits semi-structured interviews were carried out with the mothers. The strategies that promoted the participation of the student were listed and the factors that either contributed or made difficult for mothers to promote or not the strategies, through analysis of the data collected in five steps: 1) creation of the tables to record behavior/participation and the communicative behaviors of students in the activities at the first home visit; 2) creation of the tables to record behavior/participation and the communicative behaviors of students in the activities at the last home visit; 3) discussion on the differences, evolution and other variations (presented in the participations and in communication, as well as in the acquisition of independence and autonomy) in the execution of activities, based on the tables of steps 1 and 2 and on the observations reports of the home visits; 4) analysis of reports and interview of the mothers pointing out the needs and expectations raised, the strategies that were used by the mothers that have improved the participation and communication of the students and the factors that led families to implement or not the strategies; 5) reflections on the data of the discussion from step 3 and the similarities and differences with the analysis of step 4. Data analysis showed the benefits in communication and participation of students in the daily living activities proposed during the home visits and day-by-day, in addition, it has showed which strategies brought better results during the performance of the activities and helped improve the participation of the students, as the adoption and use by mothers of: routine implementation and maintenance of sequences in the activities, organization of the activities done, organization of materials used, systematization and implementation of means of expressive and receptive communication. The research pointed out difficulties of families, to implement some orientations and strategies, due to matters related to health conditions and challenging behaviors of their children. The short period of time of the home visits, only 10 sessions, and the number of only two young adults and their mothers were limitations found in this research, pointing out the need to carry on with the studies with more data, more participants and more time for the research. Nevertheless, the researcher proposes to divulge these data through publications, 12 considering the lack of systematized and analyzed data on home visits of people with deafblindness and multiple sensory impairment.

ASSUNTO(S)

deficiência múltipla sensorial families special education atendimento domiciliar multiple sensory impairment famílias deafblindness surdocegueira educação especial home visit

ACESSO AO ARTIGO

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