Atendimento odontológico de pacientes com necessidades especiais na atenção secundária em um estado do nordeste do Brasil / Dental care of special needs patients in secondary care in a northeastern state of Brazil / Atención odontológica a pacientes con necesidades especiales en la atención secundaria en un estado del nordeste de Brasil

O objetivo desse estudo foi descrever a produção dos atendimentos oferecidos aos pacientes com necessidades especiais nos Centros de Especialidades Odontológicas (CEO) da Paraíba (Brasil) e sua relação com o cumprimento das metas de produtividade, entre o período de 2019 e 2022. Trata-se de um estudo descritivo e ecológico em que foram coletados dados secundários do Sistema de Informações Ambulatoriais do SUS (SIA/SUS), através da captação da produção ambulatorial individualizada (BPA-I), por meio da ferramenta TabWin, dos 98 CEO operantes na Paraíba. Realizou-se análise descritiva e analítica, por meio dos testes Qui-Quadrado de Pearson e Exato de Fisher entre a variável dependente "alcance da meta" e a variável independente "adesão à Rede de Cuidados à Pessoa com Deficiência (RCPD)". Em todos os anos, a porcentagem de CEO cumpridores da meta (15,3% em 2019; 1% em 2020; 12,2% em 2021; e 11,2% em 2022) foi substancialmente menor que os números expressados por aqueles que não alcançaram a produção mínima. Os resultados também apontaram maior realização de procedimentos restauradores (29,6% em 2019; 28,6% em 2020; 32,7% em 2021; e 37,8% em 2022) em detrimento aos periodontais, cirúrgicos e preventivos. No que concerne a estar aderido à RCPD, no ano de 2022, 90,9% dos CEO que alcançaram a meta estavam aderidos à Rede (p<0,05). Concluiu-se que uma baixa frequência de CEO alcançou o cumprimento da meta de produtividade da especialidade de Odontologia para Pacientes com Necessidades Especiais nos CEO. No entanto, a adesão à RCPD manifestou-se como elemento influenciador para aqueles que cumpriram suas metas mensais e anuais.

The objective of this study was to describe the production of care provided to special needs patients in the Dental Specialties Centers (CEO) of Paraíba (Brazil) and its relationship with the achievement of productivity goals, between the period 2019 and 2022. This is a descriptive and ecological study in which secondary data were collected from the SUS Outpatient Information System (SIA/SUS), by capturing the individualized outpatient production (BPA-I), through the TabWin tool, of the 98 operating CEOs in Paraíba. We carried out descriptive and analytical analysis, using Pearson's Chi-square and Fisher's Exact tests between the dependent variable "goal attainment" and the independent variable "adherence to the Care Network for People with Disabilities (RCPD)". In all years, the percentage of CEOs meeting the goal (15.3% in 2019; 1% in 2020; 12.2% in 2021; and 11.2% in 2022) was substantially lower than the numbers expressed by those who did not meet the minimum output. The results also indicated greater performance of restorative procedures (29.6% in 2019; 28.6% in 2020; 32.7% in 2021; and 37.8% in 2022) to the detriment of periodontal, surgical, and preventive procedures. Regarding being adhered to the RCPD, in the year 2022, 90.9% of the CEOs who reached the goal were adhered to the Network (p<0.05). It was concluded that a low frequency of CEOs achieved compliance with the productivity target of the specialty of Dentistry for Special Needs Patients in CEOs. However, adherence to the RCPD manifested itself as an influential element for those who met their monthly and annual goals.

El objetivo de este estudio fue describir la producción de la atención prestada a pacientes con necesidades especiales en los Centros de Especialidades Odontológicas (CEO) de Paraíba (Brasil) y su relación con el alcance de las metas de productividad, entre el período de 2019 y 2022. Se trata de un estudio descriptivo y ecológico en el que se recogieron datos secundarios del Sistema de Información Ambulatoria del SUS (SIA/SUS), mediante la captura de la producción ambulatoria individualizada (BPA-I), a través de la herramienta TabWin, de los 98 CEOs en funcionamiento en Paraíba. Se realizaron análisis descriptivos y analíticos, utilizando las pruebas Chi-cuadrado de Pearson y Exacta de Fisher entre la variable dependiente "cumplimiento de metas" y la variable independiente "adhesión a la Red de Atención a Personas con Discapacidad (RCPD)". En todos los años, el porcentaje de directores generales que cumplieron el objetivo (15,3% en 2019; 1% en 2020; 12,2% en 2021; y 11,2% en 2022) fue sustancialmente inferior a las cifras expresadas por los que no alcanzaron el rendimiento mínimo. Los resultados también indicaron una mayor realización de procedimientos restauradores (29,6% en 2019; 28,6% en 2020; 32,7% en 2021; y 37,8% en 2022) en detrimento de los procedimientos periodontales, quirúrgicos y preventivos. Respecto a estar adherido a la RCPD, en el año 2022, el 90,9% de los CEOs que alcanzaron el objetivo estaban adheridos a la Red (p<0,05). Se concluyó que una baja frecuencia de CEOs alcanzó el cumplimiento de la meta de productividad de la especialidad de Odontología para Pacientes con Necesidades Especiales en CEOs. Sin embargo, la adhesión al RCPD se manifestó como un elemento influyente para aquellos que cumplieron sus objetivos mensuales y anuales.

Inclusión Educativa de los estudiantes con discapacidad en la Universidad Central del Ecuador / Educational inclusion of students with disabilities at theCentral University of Ecuador

Introducción: La inclusión educativa en la educación superior pública y privada, es un problema que ha sido abordado de diversas maneras por las diferentes instituciones de educación superior ecuatorianas. La Universidad Central del Ecuador, es una institución pública en la que estudian 40.000 estudiantes aproximadamente y esto la obliga a imple-mentar culturas, políticas y prácticas inclusivas, que analicen las barreras y las oportunida-des para el acceso a una educación de calidad y en igualdad de condiciones.Objetivo: Identificar las características personales de los estudiantes con discapacidad, los factores contextuales de la Universidad Central del Ecuador y su relación con el nivel de inclusión educativa. Materiales y métodos: Estudio descriptivo, correlacional de tipo observacional, que inclu-yó a 108 estudiantes de la Universidad Central del Ecuador que presentan al menos una discapacidad, y que respondieron vía on line la encuesta de inclusión educativa. Análisis estadístico. Se usó el SPSS 22.0, para el análisis univarial se aplicó la estadística descrip-tiva apoyados en medidas de proporción, mientras que las pruebas x2 cuadrada y Spear-man fueron usadas para el análisis bivarial. Resultados: El 54% de los investigados registra un bajo nivel de inclusión educativa, 22,52% presenta limitaciones para movilizarse, 17,59% para aprender/estudiar y el 14,81% para las interacciones personales. El 35% requieren ayuda de compañeros y familiares, de servicios universitarios y ayudas técnicas para realizar varias de sus actividades académi-cas y acceder al medio físico universitario. Aquellos con limitaciones graves y moderadas para realizar sus actividades tienen 1,4 a 1,8 veces más probabilidad de tener un bajo nivel de inclusión que aquellos con limitaciones leves; este patrón se repite con otras variables personales y contextuales, y refleja la asociación entre los factores personales-contextua-les y la inclusión educativa.Conclusiones:La inclusión es un proceso sistémico en el cual intervienen e interactúan de manera concurrente variables bio-psico-sociales. Las condiciones para crear la inclusión educativa de los estudiantes con discapacidad en la UCE deben estar sustentadas en un cambio de paradigma, y orientadas a la implementación de políticas y procesos de inclusión educativa, que incorporen las necesidades expresadas por los investigados en este estudio.

Introduction: Educational inclusion in public and private higher education is a problem that has been addressed in various ways by different Ecuadorian higher education institutions. The Central University of Ecuador is a public institution where approximately 40,000 stu-dents study, is committed to implementing inclusive cultures, policies and practices, which analyzes the barriers and opportunities for access to quality education and on equal terms.Aim. Identify the personal characteristics of students with disabilities, the contextual factors of the Central University of Ecuador and their relationship with the level of inclusion.Material and methods. Descriptive, correlational, observational study, which investigated 108 students from the Central University of Ecuador who present at least one disability, and who answered the inclusion survey online. Statistic analysis. SPSS 22.0 was used, for the univariate analysis applied descriptive statistics supported by measures of proportion while x2 squared and Spearman tests were used for the bivariate analysis.Results. 54% of those investigated register a low level of educational inclusion, 22.52% pre-sent limitations to move around, 17.59% to learn/study and 14.81% for personal interactions. 35% require help from classmates and family, university services and technical aids to carry out several of their academic activities and access the university physical environment with severe and moderate limitations to carry out their activities are 1.4 to 1.8 times more likely to have a low level of inclusion than those with mild limitations. This pattern is repeated with other personal and contextual variables and reflects the association between personal-con-textual factors and educational inclusion.Conclusions. Inclusion is a systemic process in which bio-psycho-social variables intervene and interact concurrently. The conditions to create the educational inclusion of students with disabilities in the Central University of Ecuador must be supported by a paradigm shift, and oriented towards the implementation of educational inclusion policies and processes, which incorporate the needs expressed by those investigated in this study.

Derecho a la educación para personas con necesidades especiales en hispanoamérica en el contexto del neoliberalismo / Right to Education for people with special needs in Latin Americain the context of Neoliberalism

Este trabajo intenta una aproximación crítica al desarrollo histórico del Derecho a la Educación inclusiva y no discriminatoria para personas con necesidades especiales en Hispanoamérica. Para ello se realiza una revisión de los antecedentes e hitos más relevantes en España, Cuba, Argentina y Venezuela, contrastándolos con su correlato empírico. Esto permite visibilizar, en el marco del establecimiento del neoliberalismo como modelo de desarrollo hegemónico, inconsistencias entre el desarrollo legislativo y su concreción en la vida de las personas con necesidades educativas especiales en términos del ejercicio de la Educación como un Derecho; poniendo en discusión los lineamientos de política de organismos internacionales en la materia.

This work attempts a critical approach to the historical development of the Right to Inclusive and non-discriminatory Education for people with special needs in Latin America. For this, a review of the most relevant antecedents and milestones in Spain, Cuba, Argentina and Venezuela is carried out, contrasting them with their empirical correlate. This makes it possible to make visible, within the framework of the establishment of neoliberalism as a model of hegemonic development, inconsistencies between legislative development and its realization in the lives of people with special educational needs in terms of the exercise of Education as a Right; putting into discussion the policy guidelines of international organizations on the matter.

Health: bioecological analysis of subjective well-being in teaching

Reflect on the concepts that go through the history of people with disabilities, in the context of their rights, as the processes involving their education is an emerging theme. The objective of this work was to understand the conceptions about health of university professors based on the Bioecological Theory of Human development. This is an exploratory case study research with a mixed approach carried out with professors from a public university in the State of Rio Grande do Sul. The method of data collection was the interview and the self-administered questionnaire. 73 professors and 6 interview participants from different fields of knowledge, selected at random participated answering to the questionnaire. It was observed that the systems that constitute the organizational basis of the participants' lives were similar and that their life stories, their culture, the media and the relationships they establish at work are factors that influence their conceptions about health and about the relationship established with people with disabilities in Higher Education. The participants' conception of health, however, still runs through the biomedical model, but has been undergoing a progressive change. It is concluded that the conceptions about health are linked to life history, when then one starts to subjectivity. Combined with the contextual issues of a particular place, the concept of health has been progressively detaching itself from the concept of disease.

Evaluación de necesidades de apoyo en universitarios con diversidad funcional de origen físico: un estudio de caso / Assessment of support needs in university students with Functional diversity of physical origin: a case study

Objetivo. Este estudio evaluó las necesidades de apoyo de estudiantes universitarios con diversidad funcional de origen físico en una Institución Educativa Superior. Se analizó, además, la percepción del docente y, en su conjunto, la correspondencia con las políticas de inclusión, tanto institucionales como de la nación. Método. Bajo el estudio de caso, se trabajó el enfoque cualitativo, con un diseño de teoría crítica. Se usó la entrevista en profundidad, el grupo focal y el análisis documental para la triangulación de la información. La muestra fue de casos-tipo y se definió por saturación de categorías. Se recurrió al criterio deductivoinductivo para el análisis de la información con el apoyo del software Atlas.ti. Resultados. Los participantes manifestaron presencia de barreras arquitectónicas, poca participación social en los diferentes escenarios que se organizan y necesidades de apoyo de tipo psicológico. Asimismo, deseos de formarse como profesionales. Conclusiones. Se reconoce la importancia que tiene para las instituciones de educación superior ser inclusivas para favorecer la mitigación de las necesidades que se presentan.

Objective: this study evaluated the support needs of university students with functional diversity of physical origin in a Higher Educational Institution. In addition, the perception teachers, and as a whole, the correspondence with inclusion policies, both institutional and national, were analyzed. Method: under the case study, the qualitative approach was worked out, with a critical theory design. The in-depth interview, the focus group, and the documentary analysis were used for the triangulation of the information. The sample was case-type and defined by saturation of categories. The deductive-inductive criterion was used to analyze the information with the support of the Atlas.ti software. Results: the participants manifested the presence of architectural barriers, little social participation in the different scenarios that are organized, and psychological support needs. Conclusions: the importance of higher education institutions to be inclusive to mitigate the needs is recognized.

Conditions of adaptation to the higher education process in students with disabilities and limited health capacities

This paper is devoted to the pressing issue of obtaining professional education by persons with disabilities and limited health capacities in the inclusive context, which is a factor in their successful socialization. Adaptation to studying at a higher education institution is a difficult task for many students with special educational needs. The purpose of the experimental study is to look into the characteristics of adaptation to the educational process of a pedagogical university in undergraduate students with disabilities and limited health capacities, to identify the reasons for their under-performance in educational activities and to develop recommendations for overcoming them in the process of educational and methodological support. The object of the study is the process of educational adaptation of students with disabilities and limited health capacities at university. The obtained data indicate the need for educational and methodological support for the education of students and the development of methodological recommendations for adaptation of educational material and teaching methods for students with disabilities and limited health capacities, which have, in turn, been performed by the authors. In view of the results of the analysis of scientific research on the problem of teaching people with disabilities and limited health capacities at higher education institutions, as well as the features of self-organization of students of this category that have been identified during the experiment, it is necessary to build educational and methodological support for the educational process that would take these features into account. The recommendations developed by the authors regarding the adaptation of educational material and teaching methods for students and their implementation in the development of appropriate teaching material by university teachers in collaboration with specialists of the university resource teaching and methodological center will contribute to the development of self-organization skills in people with disabilities and limited health capacities and will ensure the activation of academic activity among such students, which will create the necessary conditions for their successful education.

The formation of professional competencies of students who study theory and practice of inclusive education of children with disabilities

The article deals with the organizational- methodological and content aspects of practice-oriented tasks aimed at the formation of professional competencies of future professionals who study the theory and practice of the inclusive education of children with disabilities. Practice-oriented tasks aimed at the formation of knowledge about the essence of the basic concepts used in the process of the professional activity of specialists in an inclusive educational space are presented. In addition, practice-oriented tasks aimed at the formation of the abilities to analyze and summarize educational activities in organizations engaged in educational activities and to support children with disabilities and their families are given.

Trends in research on the organization of an inclusive education environment

The access to education for children and young people with special needs is an indicator of the humanization of society, a sign that this society can care for one of its most vulnerable groups. This paper reviews the principles and trends in studying the issues of organising an inclusive education environment. Particular emphasis is placed on the scientific novelty of the research, research methods and goals, the main purpose of which is to create a comfortable educational environment and find a solution to the problems of inclusive space. Further, the authors provide a detailed analysis of the project content in the conditions of Kazakhstan. They develop an experimental model of a spatial solution for an inclusive education environment. The results of this study contribute to the architectural and compositional improvement of educational buildings, increasing their comfort. The paper analyzes the role of the virtual environment in the development of experimental projects. It contains a diagram of the project time frame, a sample schedule and a description of the research group composition.

Inserción laboral de personas con discapacidad física y diseño de un modelo de puesto de trabajo ergonómico: centros laborales del sector público. Riobamba, Ecuador / Labor insertion of persons with physical disability and design of a model of ergonomic workplace: labor centers of the public sector. Riobamba, Ecuador

El derecho universal a un empleo y las demandas de inserción socio laboral de las personas con discapacidad son una característica dinamizadora de las políticas sociales y de empleo. Objetivos: 1- conocer los niveles de incidencia que las dimensiones (factores personales, familia, entorno laboral, riesgos laborales) ejercen sobre la inserción laboral. 2.- Diseñar ergonómicamente una estación de trabajo para personas con discapacidad mediante la identificación de las dimensiones del entorno que facilitan su integración. Métodos: La muestra fue de por 73 personas con discapacidad física insertadas laboralmente en el sector público de la ciudad de Riobamba conformado por hombres y mujeres, siendo la técnica utilizada una encuesta aplicada a las personas condiscapacidad realizada entre los años 2013 y 2015, la encuesta constó de 22 ítems que corresponden a la variable independiente y 19 ítems de la variable dependiente tipo Likert. Resultados: La discapacidad severa es la que menos inserción laboral presenta 25,7%, la mayoría presenta un nivel medio de escolaridad 51,7% y, preparación y condiciones para el trabajo 71,4%. En cuanto a la valoración del puesto de trabajo diseñado el 57% presentó un alto nivel de satisfacción. Conclusión: factores personales, familia, entorno laboral y riesgos laborales inciden en la realidad de las personas con discapacidad física insertados laboralmente en el sector público de la Ciudad de Riobamba. Su entorno, la prevención de Riesgos Laborales y las dificultades para conseguir el pleno empleo coadyuvan a los problemas de la inserción laboral de personas con discapacidad en el área geográfica de estudio(AU)

The universal right to a job and the demands of the socio-labor insertion of people with disabilities are a stimulating characteristic of social and employment policies. Aims: The research was two aims: 1- to know the levels of incidence that the dimensions (personal factors, family, work environment, occupational risks) exert on the labor insertion. 2.- The ergonomic design of a workstation for people with disabilities by identifying the dimensions of the environment that facilitate their integration to people with physical disabilities. Methods: The sample was 73 people with physical disabilities inserted labor in the public sector of the city of Riobamba conformed by men and women, being the technique used a survey applied to the people with disability realized between the years 2013 and 2016, The survey consisted of 22 items corresponding to the independent variable and 19 items of the Likert-type dependent variable. Results: The severe disability is the one with the least labor insertion 25,7%, the majority has an average level of schooling 51.7% and, preparation and conditions for work 71.4%. Regarding the assessment of the designed job position, 57% presented a high level of satisfaction. Conclusion: personal factors, family, work environment and occupational risks affect the reality of people with physical disabilities inserted into the public sector of the City of Riobamba. Its environment, the prevention of occupational risks and the difficulties to achieve full employment contribute to the problems of the labor insertion of people with disabilities in the geographical area of study(AU)

A pesquisa em atividade física adaptada / Research on adapted physical activity / La investigación en la actividad física adaptada

O presente trabalho discute a construção da Atividade Física Adaptada (AFA) como área de conhecimento, abordando seu desenvolvimento, objetos de estudos, métodos e resultados al- cançados. Estudos epistemológicos definem a AFA como um campo de conhecimento inter- disciplinar, com foco em três pontos: 1) Adaptação; 2) Diferenças Individuais; 3) Atividade Física. Há predominância pelo design quantitativo com crescimento nos estudos qualitativos. No campo da educação física adaptada, a inclusão começa a ser defendida como melhoria da qualidade de ensino para todos e não apenas para alunos com deficiência. Há necessidade de reflexão sobre o acesso e o impacto das pesquisas na prática profissional.

The text discusses the construction of Adapted Physical Activity (APA) as an area of knowledge, addressing its development, objects of study, methods and results achieved. Epis- temological studies define APA as an area of interdisciplinary knowledge, focusing on three points:1) Adaptation; 2) Individual Differences; 3) Physical Activity. Quantitative design studies predominate, but the number of qualitative studies is increasing. In the field of adapted physical education, inclusion has been understood as an improvement in the quality of educa- tion for all and not just for students with disabilities. It is necessary to re-think the access and impact of research in professional practice.

Este trabajo discute la construcción de la Actividad Física Adaptada (AFA) como área de conocimien- to, enfocando su desarrollo, sus objetos de estudio , sus métodos y los resultados alcanzados. Estu- dios epistemológicos definen la AFA como un campo de conocimiento interdisciplinar, centrándose en tres puntos:1) Adaptación; 2) Diferencias individuales; 3) Actividad Física. Predomina el diseño cuantitativo, con crecimiento en los estudios cualitativos. En el campo de la educación física adaptada, la inclusión comienza a ser defendida como sinónimo de mejoría de la calidad de la enseñanza para todos y, no sólo para los estudiantes con discapacidades. Se necesita reflexión sobre el acceso y el impacto de las investigaciones en la práctica profesional.

Momento atual da odontologia para pessoas com deficiência na América Latina: situação do Chile e Brasil / Current status of the dental care provided to disabled people in Latin America: Chilean and Brazilian scenarios

A saúde é um fator essencial para a qualidade de vida do ser humano. Baseado nesse fato a Convenção Internacional sobre os direitos das pessoas com deficiência da ONU aponta que as Pessoas em Situação de Incapacidade têm o direito de desfrutar o mais alto padrão atingível de saúde sem discriminação; assim, o estado deve tomar as medidas adequadas para garantir seu acesso aos serviços de saúde. No Chile 20% da população adulta apresenta algum grau de deficiência, ou seja, aquela que em relação ao seu desenvolvimento físico, mental, intelectual, sensorial ou outras condições,mostram restrições à participação plena e ativa na sociedade. Quanto à distribuição por gênero, as mulheres apresentam maior prevalência de pessoas com algum grau de deficiência em relação aos homens. No Brasil, aproximadamente 24% da população brasileira (45.606.048 de pessoas) apresenta algum tipo de deficiência, pelo menos uma das deficiências investigadas, incluindo as deficiências auditiva, física, visual, intelectual, transtorno do espectro autista, ostomias e mobilidade reduzida.Desses indivíduos, 25.800.681 de pessoas (56,5%) são mulheres e 19.805.367 (43,5%) são homens.De acordo com o estudo da situação global da pessoa com deficiência, a saúde bucal geralmente é ruim e o acesso a cuidados odontológicos é limitado. No Chile e no Brasil, cárie e doença periodontal, estão dentro das patologias orais de maior prevalência, que aumentam com a idade eque surgem de forma desigual, afetando principalmente população de periferia e de baixa renda.Assim, tanto o Chile como o Brasil têm desenvolvido projetos que visam contribuir para que a pessoa com deficiência consiga ser atendida em suas necessidades específicas na área da saúde bucal.

Health care is an essential factor for the quality of life of human beings. Based upon this fact, information about the rights of disabled people presented by the WHO International Convention shows that people with disabilities must have the opportunity to access the highest level of health care withoutany prejudice. Furthermore, the State must guarantee such accessibility. In Chile 20% of the adult population presents some degree of disability; which means, a person who shows some limitation inregard to his/her physical, mental, intellectual, sensorial or other condition, and restricted participation in the society. In regard to the gender distribution, 14.8% of the man population and 24.9% of the woman population present some degree of deficiency. In Brazil, approximately 24.0% of the population(45.606.048 people) presents some deficiency (at least one of the searched deficiencies), including hearing,physical, visual, intellectual, autism disorder, ostomies and restricted mobility impairments. In this group, 25.800.681 people (26.5%) are women and 19.805.367 people (21.2%) are men.In general, according to the global assessment of the health condition of disabled people, theiroral health is poor and their access to dental care is limited. Then, Chile and Brazil have developed projects to specifically contribute to the oral health of disable people. In this direction, Brazil has formulated public policies to guarantee autonomy and wider support of the health system, and of the education and work systems as well, improving the quality of life of disabled people.

Evaluación del clima organizacional en un centro de rehabilitación y educación especial / Evaluation of the organizational climate in a center for rehabilitation and special education

Introducción: el clima organizacional se compone de características percibidas por los trabajadores en el ambiente laboral, variable que mediará entre los factores del sistema organizacional y el comportamiento individual en el área laboral. Objetivo: evaluar el clima organizacional y la satisfacción del personal en un centro de rehabilitación y educación especial. Métodos: se realizó un estudio observacional, transversal y descriptivo entre 2013 y 2014, en Tepic, Nayarit, México, en 86 trabajadores pertenecientes a todas la áreas de un centro de rehabilitación especial. La evaluación del clima se hizo mediante la aplicación del instrumento denominado Escala de Clima Organizacional. Resultados: el nivel del clima organizacional tuvo un valor promedio de 153,4 y una baja satisfacción del personal que labora en la institución. El 31,4 y 33,7 por ciento de los trabajadores, respectivamente, valoraron con alta satisfacción las relaciones interpersonales y la retribución por su trabajo. El 32,6 por ciento no está satisfecho con el estilo de dirección y el mismo porcentaje no está satisfecho con el sentido de pertenencia. Conclusiones: la evaluación realizada indica que los trabajadores se sienten medianamente satisfechos en el centro de rehabilitación, asimismo, su satisfacción está relacionada directamente con el desarrollo que él tenga en la institución y de las repercusiones de un centro con constantes cambios directivos, que deja como consecuencia la falta de seguimiento a sus procesos administrativos que puede generar un desequilibrio en la institución(AU)

Introduction: the organizational climate consists of characteristics perceived by workers within the work environment and it is a variable that will mediate between the organizational system factors and individual behavior in the working area. Objective: to evaluate the organizational climate and the staff´s satisfaction in a Center for rehabilitation and special education. Methods: observational, cross-sectional and descriptive study conducted, in Tepic, Nayarit, Mexico. Eighty six employees working in all the areas of the institution were studied from 2013 to 2014. The climate assessment was made through the application of EDCO scale. Results: the organizational climate level averaged 153.4 and the staff´s satisfaction working in the institution was low. Personal relationships and payment was highly assessed by 31.4 percent and 33.7 percent of the staff, respectively whereas 32.6 percent were dissatisfied with the managing style and the same percentage with the sense of belonging. Conclusions: in general, the workers feel fairly satisfied in their rehabilitation center; the level of satisfaction is directly linked to their own development in the institution and the repercussions of the repeated changes of management in the center, all of which may lead to inadequate follow-up of the center´s administrative processes and generate imbalances in the institution(AU)

NIÑOS y adolescentes con necesidades educativas especiales / CHILDREN and adolescents with special educational needs

Se viven tiempos de grandes y rápidos cambios socioeconómicos, culturales y tecnológicos. Las sociedades actuales promueven la equidad en un sentido amplio, afirmando el valor de la diversidad y la necesidad de la inclusión. Los conceptos de Necesidades Educativas Especiales (NEE) y de inclusión cobran fuerza, con la reafirmación del derecho fundamental de todos los niños/as y jóvenes a acceder a la educación, reconociendo que cada uno de ellos "posee características, intereses, capacidades y necesidades de aprendizajes que le son propios". En este artículo se revisan los conceptos actuales de discapacidad, NEE e inclusión, las principales condiciones que afectan a niños y adolescentes que tienen NEE y se discute en torno a las diferentes modalidades y herramientas pedagógicas actualmente disponibles en el sistema educativo chileno para cumplir esta tarea.

Our present time is one of huge and fast socioeconomic, cultural and technologic changes. Societies move towards a broadly understood equity, asserting the value of diversity and the need for Inclusion. Concepts such as Special Educational Needs (SEN) and Inclusion, acquire strength with the assertion of the universal fundamental right of children and adolescents to access Education, recognizing that each one "possess their own features, interests, capacities, and learning needs". In this article we review the present predominant notions on Disability, SEN and Inclusion, the main conditions affecting children and youth with SEN and the modalities and tools available in our educational system in order to accomplish this task.

As redes de apoio social nas práticas de educação popular e saúde: reflexões de uma pesquisa-ação / Social support networks in practice of popular health education: reflections of an action-research / Redes sociales de apoyo en la práctica de la educación popular y en la salud: reflejos de una investigación-acción

As redes de apoio social têm importância fundamental para as pessoas com deficiência física das classes populares. Este trabalho objetiva apresentar o percurso de uma pesquisa-ação, analisando as redes de apoio social dessas pessoas e as constatações referentes ao aprendizado de uma pesquisa orientada pelos princípios da Educação Popular (EP). A pesquisa teve duas fases: entrevistas para mapear as redes de apoio social e ativação e mobilização dessas redes. Constatou-se, na primeira etapa, a problemática do isolamento em que viviam aquelas pessoas. Em seguida, foram realizadas reuniões envolvendo os diversos atores da rede social, tanto em nível pessoal, quanto comunitário. Várias dificuldades e aprendizados resultaram desse processo. A EP foi fundamental para compreender as dificuldades e motivações dos sujeitos da pesquisa, orientou as atividades e ajudou a persistir nas ações, acreditando na capacidade de ser mais destes sujeitos...

Social support networks are crucial for people with disabilities of the lower classes. This study presents the route of an action-research, analyzing the social support networks of these people and findings related to learning research guided by the principles of Popular Education (PE). The study had two phases: interviews to map the social support networks, activation and mobilization of these networks. The first step found that isolation was a problem that these people experienced. Then there were meetings involving the various actors of the social network, both at personal and community levels. Various difficulties were encountered during this process and learning about the process as a result. PE was essential to understanding the difficulties and motivations of the subjects of the research, by guiding activities and helping to persist in actions and believing in the subjects ability to be more...

Las redes sociales de apoyo son fundamentales para personas de las clases bajas con discapacidad física. Este trabajo presenta la ruta de la investigación-acción, el análisis de las redes de estas personas y las conclusiones del aprendizaje de una investigación orientada por el Principio de la Educación Popular (EP). El trabajo tuvo dos etapas: entrevistas, para mapear las redes de apoyo social y la activación y movilización de estas redes. En la primera etapa había el problema del aislamiento de estas personas. En seguida, hubo reuniones con los actores de la red social, tanto a nivel personal cuanto comunitario. En los resultados de este proceso hubo aprendizajes y dificultades. La EP fue esencial para comprender las dificultades y motivaciones de las personas, guió las actividades y ayudó a persistir en acciones, creyendo en la mayor capacidad de estas personas...

Barreiras físicas e o acesso às aulas de educação física / Physical barriers and access to physical education classes / Ebarreras y acceso físico para las clases de educación física

O conceito “inclusão” tem sido amplamente discutido, mas para que se torne realidade necessita que toda a sociedade se adapte. O objetivo deste estudo foi descrever a situação das barreiras físicas existentes em escolas de um município do Estado de São Paulo, com relação ao ambiente pedagógico destinado às aulas de Educação Física (EF). Foram observados espaços como banheiro, salas de aula, calçadas, entre outros, de 29 escolas. A coleta de dados se deu através de um protocolo de observação. Os resultados demonstraram que apenas 13% das escolas permitem que a Pessoa com Deficiência Física (PDF) se locomova em seu interior sem auxílio, sendo apenas três as que possuem rotas alternativas de acesso. E ainda, 90% das escolas não possuem condições físicas mínimas para oferecer à PDF um convívio adequação no contexto das aulas de EF.

The term "inclusion" has been widely discussed, but that becomes a reality requiresthat every society is adpte. The aim of this study was to describe the situation of physical barriers in the state schools in a municipality of the State of São Paulo, mainly in relation to the educational environment for the physical education classes(PE). Where observed spaces like bathrooms, classroons, sidewalk, among others,in 29 schools. Data collection was through an observation protocol. The results showed that access to the building, only 13% of schools allow a person with physical disabilities (PDF) to get around inside without assistance, being only three, those that have alternative routes of access, and yet, 90% of them do not possess the minimum physical conditions to offer a PDF conviviality adequacy in the contextof PE classes.

El término "inclusión" ha sido ampliamente discutido, pero que se convierte en una realidad cada sociedad debe adaptarse. El objetivo de este estudio fue describir lasituación de las barreras físicas en las escuelas en un municipio del Estado de São Paulo, con respecto al ambiente educativo para las clases de Educación Física (EF).Se han observado ambientes en 29 escuelas. Los datos fueron colectados a través de un protocolo de observación. Los resultados mostraron que sólo el 13% de las escuelas permite que una persona con discapacidad física (PDF) se locomova elinterior sin ayuda, ya que sólo tres, los que tienen rutas alternativas de acceso, y,sin embargo, el 90% de ellos no tienen condiciones físicas mínimas para ofrecer adecuada convivencia PDF en el contexto de la EF.

Atitudes de educadores e educadores físicos sobre inclusão. Efeitos da participação em um programa inclusivo de educação física adaptada / Las actitudes de los educadores y educadores físicos acerca de la inclusión. Efectos de la participación en un programa inclusivo de educación física adaptada / Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion.

O presente estudo avaliou a atitude sobre a aceitação da inclusão de deficientes por profissionais da área de educação e saúde, conforme sua experiência e formação. Para isso, foram comparados três grupos: 20 professores e estagiários que atuaram em programa de educação física adaptada (GI); 75 profissionais da rede municipal de educação de Rio Claro, subdivididos conforme sua experiência—CGyes e CGno, com e sem experiência, respectivamente. Foi utilizado o inventário adaptado por Palla (2001) para avaliar as atitudes e o autoconceito dos participantes. Em geral, os indivíduos que participaram da intervenção mantiveram sua tendência favorável à inclusão. Os professores em contextos escolares regulares na rede municipal de ensino de Rio Claro (São Paulo, Brasil), independentemente da sua experiência com inclusão, continuam indecisos sobre os benefícios da inclusão.

El presente estudio evaluó la actitud en relación a la aceptación de la inclusión de discapacitados por profesionales en el área de educación y salud, de acuerdo a su experiencia y titulación. Para ello, se compararon tres grupos: 20 profesores y practicantes que actuaron en el programa de educación física adaptada (GI), 75 profesionales de la educación municipal de Rio Claro, subdivididos de acuerdo a su experiencia—CGno y CGyes, respectivamente con y sin experiencia. Se utilizó el inventario adaptado por Palla (2001) para evaluar las actitudes y el autoconcepto de los participantes. En general, las personas que participaron en la intervención mantuvieron su tendencia favorable hacia la inclusión. Los profesores en entornos escolares regulares en las escuelas municipales de Rio Claro (Sao Paulo, Brasil), independientemente de su experiencia con la inclusión, siguen indecisos acerca de los beneficios de la inclusión.

A reorientação da ação pedagógica na Educação Física sob a perspectiva da inclusão: a pesquisa-ação como caminho / The guidance action teaching in Physical Education under the perspective of inclusion: maction research as a way

O artigo aborda a inclusão escolar na Educação Física, sob o referencial teórico do estigma da pessoa com deficiência. O objetivo foi orientar o processo de reconstrução das práticas pedagógicas do professor na implantação da Educação Física inclusiva. Adotamos a abordagem qualitativa com proposta de trabalho na pesquisa-ação, sendo que, a análise de conteúdo resultou em três categorias: o legado da formação inicial e continuada sobre a inclusão; o rendimento esportivo e o desenvolvimento motor "normal", e, o sistema de avaliação do componente curricular Educação Física e as reorientações da prática pedagógica.

This article researched the inclusion in physical education, guided by the theory of stigma of the persons with disabilities. The aim was to guide the process of reconstruction of the pedagogical practices of teachers in implementing the inclusive physical meducation. We used a qualitative approach in social research with a proposal of action-research. The content analysis resulted in three categories: the legacy of the graduation and in-service training about inclusion; the sport performance and the "normal"motor development; and the evaluation system of the physical education and the reorientation of the pedagogical practice.

El artículo aborda la inclusión escolar em la Educación Física, bajo el referencial del estigma de la persona con deficiencia. El objetivo fue orientar El proceso de reconstrucción de las prácticas pedagógicas del profesor en la implementación de La Educación Física inclusiva. Adoptamos el abordaje cualitativo de investigación con la propuesta de La investigación-acción. El análisis de contenido resulto en tres categorías: el legado de la formación inicial y continuada sobre la inclusión; el rendimiento deportivo y el desarrollo motor "normal"; y el sistema de evaluación del componente curricular educación física y las reorientaciones de la práctica pedagógica.

Incidência de lesões em atletas de basquetebol em cadeira de rodas / Incidence of injuries in wheelchair basketball players

O esporte adaptado tem obtido grande evolução técnica nos últimos anos, o que veio acompanhado por aumentono volume de treino dos atletas e no número de lesões. Este estudo teve o objetivo de avaliar a incidência de lesões em atletas de basquetebol de cadeira de rodas, bem como sua relação com o desempenho motor e aspectos ligados à qualidade de vida. Foramavaliados 11 atletas do sexo masculino, com média de idade de 30,27 anos (+ 6,51), com lesões medulares em níveis torácicos e lombares. O desempenho motor foi avaliado com testes deagilidade e velocidade. A ocorrência de lesões foi verificada por questionários, nos quais os atletas relataram a intensidade de dor e o quanto esta influenciava negativamente o seu dia-a-dia. Foi usada estatística descritiva, teste t-Student para verificar diferença no desempenho motor entre atletas com níveis mais altos e mais baixos de dor e teste de correlação entre idade, tempode prática e desempenho motor dos atletas. Verificou-se que as lesões mais frequentes foram na região do ombro, mas que estas não interferiram no desempenho motor. O que de fato interferiu no desempenho dos atletas foi o tempo de prática, sendo que osatletas mais experientes exibiram melhores resultados no teste develocidade. Também foi ressaltada a importância de uma melhor preparação física específica para prevenção de lesões.

Adapted sports for people with disabilities has had great technical developments in recent years, which was accompanied by an increase in the volume of training of athletes and the number of injuries. This study aims to evaluate the motor performance and the incidence of injuries in elite wheelchair basketball athletes. We evaluated 11 male wheelchair basketball athletes in the cities of Londrina and Maringa, with a mean ageof 30.27 years (+ 6.51), with spinal cord injuries in the thoracic and lumbar levels. Motor performance was evaluated in the form of agility and speed tests. To verify the occurrence of lesions we used questionnaires, in which athletes reported pain intensityand how this negatively infl uenced daily activities. Data were analyzed with descriptive statistics and it was used t-test to verify differences in motor performance between athletes with higher and lower levels of pain. It was also verified the correlation between age, duration of practice and motor performance of athletes. It wasfound that the lesions were more frequent in the shoulder area, but these did not affect motor performance. What actually affected the performance of the athletes was the practice time, with more experienced athletes showing better results in the speed test. It was also highlighted the importance of a better physical trainingto prevent sports injuries.

A escolarização das pessoas com deficiência no Brasil: atendimento, atraso e progressão no ensino fundamental segundo o Censo 2000 / La escolarización de personas con discapacidad en Brasil: atención, atraso y progresión en la enseñanza fundamental según el Censo 2000 / The schooling of disabled people in Brazil: attendance, retention and progression in primary education according to the 2000 Census

O presente artigo tem por objetivo evidenciar a implicação das deficiências sobre o atendimento, o atraso e a progressão escolar no ensino fundamental. Para tal, é utilizada a modelagem estatística logística binária. Após apresentação dos diferentes conceitos de deficiência, por meio do Censo 2000, transcorre-se a análise dos quesitos pretendidos. A progressão escolar é pesquisada por meio da medida nomeada probabilidade de progressão por série (PPS), dos três pontos de maior relevância no desenvolvimento do ensino fundamental. Os resultados indicam grande disparidade entre as deficiências na determinação dos elementos investigados. Em geral, todas as condições se mostram como fatores que desfavorecem o desenvolvimento na carreira escolar. Porém, a implicação das deficiências sobre as PPS se reduz com o avanço no ensino fundamental, sendo também menos significativa a cada etapa sequente. Entre os quesitos analisados, o atraso escolar demonstrou sofrer relevante variação, devido ao controle por fatores de natureza socioeconômica. No mais, este trabalho contém resultados e aponta contributos para o desenvolvimento científico dessa área de estudo.

El presente artículo tiene como objetivo poner en evidencia la implicación de las diferentes discapacidades en áreas como la atención, el atraso y la progresión escolar en la enseñanza fundamental. Para ello, se utiliza el modelo estadístico logístico binario. Tras la presentación de los diferentes conceptos de discapacidad, usando como instrumento el Censo 2000, transcurre el análisis de las áreas mencionadas anteriormente. La progresión escolar se investiga por medio de una medida denominada Probabilidad de Progresión por Clase11 (PPS), tratándose, además, de uno de los tres puntos de mayor relevancia en el desarrollo de la enseñanza fundamental. Los resultados indican una gran disparidad entre las discapacidades en la determinación de los elementos investigados. En general, todas las condiciones se muestran como factores que desfavorecen el desarrollo en la carrera escolar. Sin embargo, la implicación de las discapacidades sobre la PPS se reduce con el avance en la enseñanza fundamental, siendo también menos significativa en cada una de las etapas siguientes. Entre los ámbitos analizados, el atraso escolar demostró sufrir una relevante variación, debido al control por factores de naturaleza socioeconómica. En lo restante, este trabajo contiene resultados y contribuye al desarrollo científico de esta área de estudio.

This article aims to highlight the implications of disabilities in attendance, retention and progression in primary schools, using binary logistic statistical modeling. After presenting the different concepts of disability using the 2000 Census, we analyze the following questions. School progression is investigated using a measure called Grade Progression Probability (GPP), with the three most relevant points in the development of basic education. The results show wide disparity disabilities in determining the elements investigated. In general, all conditions are factors discouraging development in the school life. However, the implication of disabilities on the GPP decreases with each grade in elementary school, being less significant at each subsequent grade. Among the issues we analyzed, grade retention demonstrated a more significant variation, given the nature of controlling socioeconomic factors. Moreover, this study contains results and points to contributions to the scientific development of this area.