Walking capacity and its association with quality of life among children with down syndrome in Saudi Arabia.

BACKGROUND: Walking ability, which has been connected to better health and independence, is one of the daily activities that is negatively impacted by Down syndrome. Thus, the objective of this study was to examine the walking capacity and its association with the quality of life of children who have Down syndrome compared to those who do not have Down syndrome in Saudi Arabia. METHODS: For this cross-sectional study, we recruited 68 Arabic-speaking children aged 6 to 12 using a convenience sampling method from August to November 2021. Children were divided into two groups: those who do not have Down syndrome (n = 38) and those who have Down syndrome (n = 30). Children in the Riyadh region of Saudi Arabia who do not have Down syndrome were chosen randomly from two schools. Children who have Down syndrome were selected from multiple associations and centers in the same region. A 6-minute walk test was used to measure the child's walking capacity. The Arabic version of the Pediatric Quality of Life Inventory scale was used to assess the child's or parent's perceptions of the child's quality of life and its physical, emotional, social, and school functioning domains. RESULTS: The difference in the mean 6-minute walk test scores between children who have and who do not have Down syndrome was statistically significant, with a mean difference = 105.6, 95% confidence limit = 57.2-154.0, p < .0001. The linear regression analysis after adjusting for age, height, weight, and body mass index revealed that walking capacity was found to be significantly associated with the worst score on the Pediatric Quality of Life Inventory scale (ß = -2.71, SE = 0.49, p < .0001) and its domains of physical, social, and school functioning (ß = -2.29, SE = 0.54, p < .0001; ß = -2.40, SE = 0.58; p = .001; ß = -3.71, SE = 0.56, p = .002, respectively) in children who have Down syndrome, but they had better emotional functioning than children who do not have Down syndrome. CONCLUSIONS: Children who have Down syndrome were less able to walk and were highly associated with the worst possible quality of life, which included the lowest levels of physical, social, and school functioning. Early interventions with techniques must be developed to improve the quality of life for these children.

A systematic review and meta-analysis of school and cognitive function domains of health-related quality of life measures for children and young adults with congenital heart disease.

BACKGROUND: Research on cognitive and school functioning domains of health-related quality of life (HRQOL) for children and adolescents with congenital heart disease (CHD) presents inconsistencies. OBJECTIVES: To summarize and synthesize data on school and cognitive function domains of HRQOL for children and young people (CYP) with CHD. METHODS: Five electronic databases MEDLINE, Scopus, PsycINFO, EMBASE, ERI, and citations were systematically searched. We included original-research articles reporting the cognitive and school function domains of HRQOL for children and young people with CHD (child and parent reports included). Both fixed and random-effects meta-analyses were performed to estimate pooled mean test scores for cognitive and school function. A total of 34 studies met our inclusion criteria and were synthesized narratively, 17 studies were included in formal meta-analyses. RESULTS: Self-reported cognitive function was lower for children and young people with CHD than healthy controls (SMD -0.28 (-0.42, -0.15)). Parental reports demonstrated similar results to self-reports (SMD -0.54 (-0.91, -0.18)). School function was lower in children and young people with CHD compared with healthy controls in self-reported (SMD -0.30 (-0.48, -0.13)) and parent reported HRQOL (SMD -0.49 (0.64, -0.36)). Self-reported school function domain scores were lower for young (<8 years) (SMD -0.65 (-1.32, 0.03)) and older children (8-18 years) (SMD -0.25 (-0.47, -0.03)) with CHD than their peers. Similarly, parents reported lower school function domain scores for young (<8 years) (SMD -0.68 (-1.29, -0.07)) and older (8-18 years) (SMD -0.46 (-068, -0.25)) children with CHD than typically developing peers. CONCLUSION: Children born with CHD may experience lower cognitive and school function HRQOL scores than healthy controls (self and proxy-report). This is consistent with a subgroup meta-analysis of young (<8 years) and older (8 years old or more) children with CHD reporting lower school function scores compared to controls.

Autistic Traits and Cyberbullying Involvement Mediated by Psychopathologies and School Functions in a Nationally Representative Child Sample.

Cyberbullying has become an international concern among youth with autistic traits in the digital age. It draws the attention of professionals in mental health and education due to its potentially severe psychosocial and academic impacts. However, there is limited knowledge about the mediators for these associations. This study investigated whether school dysfunction and comorbid psychopathologies mediated the link between autistic traits and cyberbullying. We used a nationally representative sample of 9,483 students (9-14 years of age). The instruments included the Social Responsiveness Scale for autistic traits; the Cyberbullying Experiences Questionnaire for cyberbullying victimization and perpetration; the Swanson, Nolan, and Pelham, version IV for inattention, hyperactivity/impulsivity, and oppositional behaviors; the Child Behavior Checklist for anxiety/depression; and the Social Adjustment Inventory for Children and Adolescents for impaired school functions. Multiple mediation models were used for statistical analyses. The results showed that the 1-year prevalence rates of pure victims, pure perpetrators, and bully-victims of cyberbullying were 7.9 percent, 2.4 percent, and 5.7 percent, respectively. Cyberbullying victimization and perpetration were positively associated with autistic traits, school dysfunction, and comorbid psychopathologies. The associations between autistic traits and cyberbullying victims and bully-victims were significantly mediated by school dysfunction and hyperactivity/impulsivity (only for bully-victims), independent of sex and age. Our results suggest that early identification and intervention of these difficulties may mitigate the risks of cyberbullying. ClinicalTrials.gov ID: NCT02707848.

Functional abdominal pain symptom severity: Associations between cognition and emotion in a pediatric sample.

Functional abdominal pain (FAP) is a common physical complaint in children and adolescents. Prior research has documented associations between FAP symptoms and mood, especially internalizing behaviors. Limited research is available examining the association between symptom burden and cognitive function in this pediatric population. This study explored associations between FAP symptoms, internalizing behaviors, and cognitive and school function in children and adolescents. Twenty-seven participants (mean age = 12.6 years, range 8.8-16.5; 33% male) diagnosed with FAP completed assessments of cognitive, emotional, and behavioral function, as well as FAP symptom severity. Mean performances on cognitive tests were within age-expected ranges. Within this context, however, higher overall burden of FAP symptoms was associated with slower processing speed, more self-reported metacognitive problems and internalizing behaviors, and more school absences. Cognitive function was systematically associated with internalizing behaviors but not physical symptoms. Overall, findings revealed that FAP may be associated with cognitive inefficiencies in addition to internalizing problems. Cognitive symptoms may be linked to internalizing behaviors associated with FAP.

Free school meals as an opportunity to target social equality, healthy eating, and school functioning: experiences from students and teachers in Norway.

BACKGROUND: There are no national arrangements for free school meals provision in Norway despite this being an important opportunity to improve children's and adolescents' nutritional status and ultimately their physical and cognitive development. During a one academic year (2014-2015), a group of Norwegian sixth graders were served a free healthy school meal in a project called 'The School Meal Project'. OBJECTIVE: To explore students' and teachers' experiences of receiving free school meals after the free school meal in 2015 and 5 years later. DESIGN: In-depth, semi-structured interviews with separate groups in 2015 and in 2020 were conducted face to face or via telephone or digital platforms. The findings are based on 13 students (aged 12-16) and 5 teacher interviews. FINDINGS: Thematic analysis identified four main themes that describe the perceived benefits of receiving free school meals: 1) the meal as a social event where students made new friends and learned new skills; 2) as an aid to forming healthy eating habits; and as an opportunity to 3) improve school functioning and 4) increase social equality among students. DISCUSSION: Our analysis suggests that the free school meal may influence healthy behaviors not only at the individual level but also at the social-, physical-, and macro-levels. Methodological limitations, including self-selection bias, should be considered when interpreting our findings. CONCLUSION: This study provides unique insights into the social benefits for students of receiving free school meals. Our findings illustrate the potential of free school meals: eating healthy foods, sharing a meal together, and interaction between students and teachers at mealtime, to promote health, learning, and equality. In order to maximize these benefits through national implementation of free school meals, more understanding is needed of possible facilitators and barriers related to the provision and uptake of free school meals.

Self-regulated learning versus activity-based intervention to reduce challenging behaviors and enhance school-related function for children with autism spectrum disorders: A randomized controlled trial.

BACKGROUND: Self-regulated learning is an active learning cognitive approach which helps individuals to be aware of their own ability and environment and control their own learning. AIM: This study examined the therapeutic effects of self-regulated learning on reducing challenging behaviors and enhancing school-related function in children with autism spectrum disorders. METHODS: Forty children (aged 6-12) were randomized into a 12-week Self-Regulated Learning or Activity-Based intervention control group. Three outcome measures, assessing the behavior and school-related function of the children in both groups, were administered before and after the intervention and at one-month follow-up. The results between the two groups were also compared. RESULTS: The Self-Regulated Learning group showed significantly better results in reducing concerning behaviors and enhancing the school-related function than the activity-based group post-intervention and at one-month follow-up. CONCLUSIONS: The Self-Regulated Learning intervention was more effective compared to the Activity-Based intervention with particular benefits for on-going learning and improvements.

Description of School-Based Physical Therapy Services and Outcomes for Students with Down Syndrome.

Students with Down syndrome (DS) receive school-based physical therapy (SBPT), however little data exists regarding services and outcomes. Using a prospective observational cohort study our aim was to explore SBPT activities and interventions, and students' goal achievement of 46 students with DS, tracked by 17 physical therapists (PTs). PTs provided on average 24.0 min/week direct service and 11.6 min/week services on behalf of the student. The most frequent activities employed were physical education/recreation, mobility, and sitting/standing/transitions. The most frequent interventions implemented were neuromuscular, mobility, and musculoskeletal. Although students individually met 69.5% of their primary outcome goals, their achievement could not be explained by total minutes of either direct and minutes on behalf of SBPT, nor minutes spent in most frequent activity.

The Influence of Depression and School Life on the Quality of Life of Korean Child and Adolescent Patients with Attention-Deficit/Hyperactivity Disorder:A Comparison of the Perspectives of the Patients and Their Caregivers.

OBJECTIVES: This study aimed to compare the quality of life reported by patients with attention-deficit/hyperactivity disorder (ADHD) to the patients' quality of life as reported by their caregivers. In addition, it aimed to examine how emotional problems, including depression and anxiety, and the severity of the symptoms affect the quality of life reported by the patients and their caregivers. METHODS: The patients' quality of life and their degree of depression and anxiety were measured using the Pediatric Quality of Life Inventory (PedsQL) 4.0 Child Self-Report, the Children's Depression Inventory (CDI), and the Revised Children's Manifest Anxiety Scale, respectively. The caregivers' perception of the patients' quality of life and severity of the ADHD symptoms were measured using the PedsQL 4.0 Parent Proxy Report and the Conners' Parent Rating Scale (CPRS), respectively. A total of 66 participants completed the survey. The independent-samples t-test, Pearson's correlation analysis, and multiple regression analysis were conducted. RESULTS: The mean score of the PedsQL 4.0 Child Self-Report was significantly higher than the mean score of the PedsQL 4.0 Parent Proxy Report. However, for school function, the PedsQL 4.0 Child Self-Report score was significantly lower than that of Parent Proxy Report. The correlation between the PedsQL 4.0 Child Self-Report and PedsQL 4.0 Parent Proxy Report scores was significant only for emotional function and social function. The multiple regression analysis showed that the PedsQL 4.0 Child Self-Report and PedsQL 4.0 Parent Proxy Report scores were significantly predicted by the CDI and CPRS scores, respectively. CONCLUSION: Our results demonstrate that there are clear differences between the quality of life reported by the patient themselves and that reported by their caregivers. In addition, the findings suggest that it is critical to treat the patients' accompanying depressive symptoms.

The Influence of Depression and School Life on the Quality of Life of Korean Child and Adolescent Patients with Attention-Deficit/Hyperactivity Disorder: A Comparison of the Perspectives of the Patients and Their Caregivers

OBJECTIVES: This study aimed to compare the quality of life reported by patients with attention-deficit/hyperactivity disorder (ADHD) to the patients' quality of life as reported by their caregivers. In addition, it aimed to examine how emotional problems, including depression and anxiety, and the severity of the symptoms affect the quality of life reported by the patients and their caregivers. METHODS: The patients' quality of life and their degree of depression and anxiety were measured using the Pediatric Quality of Life Inventory (PedsQL) 4.0 Child Self-Report, the Children's Depression Inventory (CDI), and the Revised Children's Manifest Anxiety Scale, respectively. The caregivers' perception of the patients' quality of life and severity of the ADHD symptoms were measured using the PedsQL 4.0 Parent Proxy Report and the Conners' Parent Rating Scale (CPRS), respectively. A total of 66 participants completed the survey. The independent-samples t-test, Pearson's correlation analysis, and multiple regression analysis were conducted. RESULTS: The mean score of the PedsQL 4.0 Child Self-Report was significantly higher than the mean score of the PedsQL 4.0 Parent Proxy Report. However, for school function, the PedsQL 4.0 Child Self-Report score was significantly lower than that of Parent Proxy Report. The correlation between the PedsQL 4.0 Child Self-Report and PedsQL 4.0 Parent Proxy Report scores was significant only for emotional function and social function. The multiple regression analysis showed that the PedsQL 4.0 Child Self-Report and PedsQL 4.0 Parent Proxy Report scores were significantly predicted by the CDI and CPRS scores, respectively. CONCLUSION: Our results demonstrate that there are clear differences between the quality of life reported by the patient themselves and that reported by their caregivers. In addition, the findings suggest that it is critical to treat the patients' accompanying depressive symptoms.

Development of the Parent Responses to School Functioning Questionnaire.

Parents play an important role in supporting school functioning in youth with chronic pain, but no validated tools exists to assess parental responses to child and adolescent pain behaviors in the school context. Such a tool would be useful in identifying targets of change to reduce pain-related school impairment. The goal of this study was to develop and preliminarily validate the Parent Responses to School Functioning Questionnaire (PRSF), a parent self-report measure of this construct. After initial expert review and pilot testing, the measure was administered to 418 parents of children (ages 6-17 years) seen for initial multidisciplinary chronic pain clinic evaluation. The final 16-item PRSF showed evidence of good internal consistency (α = .82) and 2-week test-retest reliability (intraclass correlation coefficient = .87). Criterion validity was demonstrated by significant correlations with school absence rates and overall school functioning, and construct validity was demonstrated by correlations with general parental responses to pain. Three subscales emerged capturing parents' personal distress, parents' level of distrust of the school, and parents' expectations and behaviors related to their child's management of challenging school situations. These results provide preliminary support for the PRSF as a psychometrically sound tool to assess parents' responses to child pain in the school setting. PERSPECTIVE: The 16-item PRSF measures parental responses to their child's chronic pain in the school context. The clinically useful measure can inform interventions aimed reducing functional disability in children with chronic pain by enhancing parents' ability to respond adaptively to child pain behaviors.

Influence of Disruptive Behavior Disorders on Academic Performance and School Functions of Youths with Attention-Deficit/Hyperactivity Disorder.

Childhood attention-deficit/hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder/conduct disorder (ODD/CD) are associated with negative school outcomes. The study aimed to examine the impact of ADHD and ODD/CD on various school functions. 395 youths with ADHD (244 with ADHD + ODD/CD and 151 with ADHD only) and 156 controls received semi-structured psychiatric interviews. School functions were assessed and compared between each group with a multiple-level model. The results showed that youths with ADHD had poorer performance across different domains of school functioning. Youths with ADHD + ODD/CD had more behavioral problems but similar academic performance than those with ADHD only. The multiple linear regression models revealed that ADHD impaired academic performance while ODD/CD aggravated behavioral problems. Our findings imply that comorbid ODD/CD may specifically contribute to social difficulties in youths with ADHD. Measures of early detection and intervention for ODD/CD should be conducted to prevent adverse outcomes.

Impact of maladaptive behavior on school function in Down syndrome.

BACKGROUND/AIMS: Individuals with Down syndrome (DS) are at an increased risk for certain maladaptive behaviors. This study characterized maladaptive behavior in school-aged children with DS and examined the extent to which maladaptive behaviors are associated with school function. METHODS AND PROCEDURES: Participants were 24 students with DS [mean nonverbal mental age (NVMA)=43.83months; mean chronological age (CA)=77.58months] who completed the Leiter Scales of Performance- Revised (Leiter-R; Roid & Miller, 1997). Their teachers completed the Behavior Assessment Scales for Children Version 2 (Reynolds & Kamphaus, 2004), and the School Function Assessment (Coster et al., 1998), measures of maladaptive and adaptive behavior as observed in the school setting. RESULTS: Findings reveal a maladaptive behavior profile of elevated areas including Aggression, Attention Problems, and Somatization. When examining the association between maladaptive behavior and school function, multivariate regression results indicated a significant association between Aggression and Compliance, and Attention Problems and Task Completion. CONCLUSIONS AND IMPLICATIONS: Results underscore the importance of developing training for educators regarding the potential impact of maladaptive behavior on school function for students with Down syndrome.

Association between microstructural integrity of frontostriatal tracts and school functioning: ADHD symptoms and executive function as mediators.

BACKGROUND: Deficits in executive function (EF), impaired school functioning and altered white matter integrity in frontostriatal networks have been associated with attention-deficit/hyperactivity disorder (ADHD). However, relationships between impairments in these areas are unclear. Using a sample of youths with and without ADHD, this study examined the association between microstructural integrity of frontostriatal tracts and school dysfunction and the mediating roles of EF and ADHD symptoms in this association. METHOD: The sample included 32 Taiwanese youths with ADHD and 32 age-, sex-, handedness- and IQ-matched typically-developing (TD) youths. Participants were assessed using psychiatric interviews, parent reports on ADHD symptoms and school functioning, and EF measures from the Cambridge Neuropsychological Test Automated Battery (CANTAB). The frontostriatal tracts were reconstructed by diffusion spectrum imaging (DSI) tractography and were subdivided into four functionally distinct segments: caudate-dorsolateral, caudate-medial prefrontal, caudate-orbitofrontal and caudate-ventrolateral tracts. RESULTS: Youths with ADHD, relative to TD youths, showed altered white matter integrity in all four bilateral pairs of frontostriatal tracts (decreased general fractional anisotropy, GFA), had poor attention, vigilance and response inhibition, and showed impaired school functioning. Altered microstructural integrity in frontostriatal tracts was significantly associated with school dysfunction, which was mediated by EF measures of attention/vigilance and response inhibition in addition to inattention and hyperactivity symptoms. CONCLUSIONS: Our findings demonstrate an association between white matter integrity in the frontostriatal networks and school functioning and suggest that EF deficits and ADHD symptoms may be the mediating mechanisms for this association. Future research is needed to test the directionality and specificity of this finding.

Impact of executive functions on school and peer functions in youths with ADHD.

Youths with attention-deficit/hyperactivity disorder (ADHD) are more likely to have social dysfunction at school. The authors explored the role of key executive functions (EF, i.e., spatial working memory and spatial planning) on school and peer functions in 511 youths with persistent ADHD according to the DSM-IV diagnostic criteria and 124 non-ADHD controls without any EF deficits. All the participants were assessed by a semi-structured psychiatric interview to confirm their previous and current diagnosis of ADHD and other psychiatric disorders and by the Spatial Working Memory (SWM) and Stocking of Cambridge (SOC) tasks. The participants and their parents reported the participants' school functions and peer relationships. There were three ADHD subgroups: (1) ADHD with deficits in both SWM and SOC tasks (n=121); (2) ADHD with deficit in either SWM or SOC task (n=185); (3) ADHD without deficits in SWM or SOC task (n=205). All the three ADHD groups, regardless of EF deficits, had lower school grade, poorer attitude toward school work, poorer school interactions, more behavioral problems at school, and more severe problems in peer relationships than non-ADHD controls. Multivariate analyses revealed positive associations between deficit in the SWM task and school and peer dysfunctions, and between deficits in the SOC task and impaired peer interactions. Older age and psychiatric comorbidity also contributed to increased risk of school and peer dysfunctions. Our findings suggest that deficits in EF, such as spatial working memory and planning, might be associated with school and peer dysfunctions.

Comparative content review of children's participation measures using the International Classification of Functioning, Disability and Health-Children and Youth.

OBJECTIVE: To evaluate to what extent instruments that intend to measure children's participation actually do so, and to what extent their items can be classified according to the International Classification of Functioning, Disability and Health-Children and Youth (ICF-CY). DATA SOURCES: A systematic search was conducted in MEDLINE, CINAHL, PsycINFO, ERIC, and EMBASE and was limited to the period between January 2000 and May 2011. The search terms of participation, outcome measure, and children were used to identify potential children's participation measures. DATA SELECTION: Instruments were included if they (1) evaluated children's participation based on assessment purpose; (2) were suitable for use with children aged 2 to 12 years; (3) were generic assessments that could be used with a range of disabilities; and (4) involved self-report, proxy report, or interview administrations. DATA EXTRACTION: Instruments were obtained from identified full-text articles and were evaluated for inclusion through group discussion. Two researchers further independently reviewed each included instrument to determine which of the items measured participation based on a contemporary definition. These items were also classified using the ICF-CY linking rules to reflect each instrument's content coverage. DATA SYNTHESIS: Sixteen instruments were identified with 11 found to have more than half of their items measuring participation, but only the School Function Assessment-Participation section comprised 100% participation items. The participation items in each instrument captured between 3 and 9 ICF-CY Activities and Participation domains. Only the Child and Adolescent Scale of Participation and the Participation and Environment Measure for Children and Youth covered all domains. Among the ICF-CY Activities and Participation domains, the interpersonal interactions and relationships domain was addressed the least. CONCLUSIONS: This review revealed differences in the inclusion of participation items in existing children's participation measures and their classification according to the ICF-CY. These differences need to be considered when selecting an instrument.

Participação e necessidade de assistência na realização de tarefas escolares em crianças com paralisia cerebral / Participation and need assistance to carry out school tasks in children with cerebral palsy

INTRODUÇÃO: A educação é um bem-estar relacionado à saúde. Acredita-se que no ambiente escolar as crianças com necessidades especiais podem alcançar o mais completo progresso educacional e de integração social. OBJETIVO: O objetivo deste estudo foi avaliar a participação e a necessidade de assistência na realização de tarefas escolares em crianças com paralisia cerebral (PC). MATERIAIS E MÉTODOS: Trinta crianças com PC foram avaliadas por meio do School Function Assessment (SFA). A análise estatística foi realizada por meio do teste Mann Whitney, do coeficiente de correlação de Spearman e da análise de regressão múltipla stepwise backward. RESULTADOS: Foram encontradas diferenças significativas entre os grupos em todas as partes do SFA. Houve correlação negativa entre o nível de comprometimento motor e as partes I e II do SFA e correlação positiva entre as partes I e II do SFA. CONCLUSÃO: A inserção das crianças com PC em um meio coletivo e de participação é dificultada, muitas vezes, pelos múltiplos comprometimentos da criança. O grau de comprometimento motor e a necessidade de assistência na realização de tarefas físicas e cognitivas/comportamentais juntos explicaram 89 por cento da variabilidade da participação escolar em crianças com PC. A necessidade de assistência na realização de tarefas físicas foi o fator que representou maior influência à restrição na participação escolar.

INTRODUCTION: Education is a well-being related to health. It is believed that in school children with special needs can achieve the most comprehensive educational progress and social integration. OBJECTIVES: The objective of this study was to evaluate the need for participation and assistance in performing school tasks in children with cerebral palsy (CP). MATERIALS E METHODS: Thirty children with CP were evaluated through the School Function Assessment (SFA). Statistical analysis was performed using the Mann Whitney test, the Spearman correlation coefficient and stepwise multiple regression analysis backward. RESULTS: Significant differences were found between groups in all parts of the SFA. There was negative correlation between the level of motor impairment and Parts I and II of the SFA and a positive correlation between part I and II of the SFA. CONCLUSION: The inclusion of children with CP in a collective means of participation is difficult and often by multiple disorders of the child. The degree of motor impairment and need assistance in performing physical tasks and cognitive/behavioral together explained 89 percent of the variability of school participation in children with CP. The need for assistance in performing physical tasks was the most influential factor that accounted for the restriction on school participation.

Função escolar x evasão: a falência da educação para o trabalho / School Function and pupils' drop-out: The failure of education for work

O artigo apresenta a discussão de uma pesquisa realizada numa escola da rede pública de Fortaleza-CE, como parte de uma disciplina de Psicologia Escolar. A pesquisa investigou as relações entre a função da escola e evasão escolar, pelo ponto de vista de educadores e alunos. Foi utilizado o referencial teórico foucaultiano para a análise dos dados. Como resultados, podemos apontar que há um desencontro entre a função que a escola deveria assumir na ótica dos alunos e a função que os educadores a fazem assumir ao se comprometerem com determinadas obrigações institucionais, resultando disso a massiva evasão encontrada no estabelecimento em questão. Compreendemos que o fato de a escola pública não assegurar uma vaga no mercado de trabalho especializado para seus alunos, via vestibular ou ensino técnico, contrapõe-se à função escolar de educação para o trabalho. Estando enfraquecida nessa função, a escola não consegue manter seus alunos, mesmo apelando para os mais diversos mecanismos de controle disciplinares.

The article discusses the results of a research done in a public school in Fortaleza (Brazil) as part of a School Psychology course. The research investigated the relationship between the function of school and pupils' drop-out based upon the opinions of the pupils and teachers. It was used a Foucauldian theoretical reference in order to analyze the collected data. It could be found that there is a difference between the school function perceived by the pupils and the function that teachers try to develop through institutional rules, resulting on the massive student drop-out reported in the researched school. When public schools fail to assure a better place for its pupils in the job market, through university access or technical formation, the idea of school as 'education for work' becomes contradictory. When this function is undermined, the school cannot avoid student drop-out despite the use of different disciplinary control mechanisms.

Perfil funcional de crianças com paralisia cerebral na escola regular segundo tipo de escola e comprometimento motor / Functional profile of children with cerebral palsy in regular school according to the type of school and severity of motor impairment

A inclusão escolar do portador de deficiência é um processo complexo que envolve a articulação de ações em diversos âmbitos, como o da educação e o da saúde. Um importante fator contribuinte para a inclusão de crianças portadoras de deficiência física na escola regular a participação ativa em atividades funcionais que dão suporte ao desenvolvimento de competências pedagógicas e sociais relacionadas ao programa educacional. Neste estudo, analisamos os dados obtidos com a aplicação do instrumento de Avaliação da Função Escolar em urna amostra de 29 alunos com o diagnóstico de paralisia cerebral, com idade entre 5 e 14 anos, que freqüentam o ensino regular do município de São Paulo. Em seguida, discutimos as influências das variáveis “tipo de escola” (pública ou privada) e “comprometimento motor” (leve, moderado ou grave) no nível de participação em atividades funcionais relacionadas a seis ambientes: sala de ensino regular, recreio, transporte, banheiro, transições, lanche. Para a variável "comprometimento motor" foram detectadas diferenças significativas (p<0,001), que não foram encontradas na comparação entre os tipos de escola (p>0,10). Os resultados deste estudo sugerem a necessidade da integração entre escola, família, serviços diferenciados e ações comunitárias de reabilitação para a efetivação do processo de inclusão.(AU)

Inclusion in school for children with disabilities is a complex process which deals with the articulation of actions it) several areas_ such as education and health. An important factor that contributes to the inclusion of physically disabled children in regular schools is the active participation in functional activities which support the development of pedagogical and social competences related to the educational program In this study, we analyze the information obtained with the application of the School Function Assessment instrument in a sample of 29 students with diagnosis of cerebral palsy, with age range between 5 and 14 years old, who attended regular educational system in the city of Sao Paulo, Brazil. Next, we discussed the influences of the indicators type of school (public or private) and "severity of motor impairment" (mild, moderate or severe) on the level of participation in functional activities typical of six environments: regular classroom, playground, transportation, bathroom, transitional, mealtime. For the indicator “severity of motor impairment” we detected significant differences (p,0.001), but the result wasn't similar when we established a comparison between the types of school (p>0, 10, 1 The results of this study suggest the need of integration between school, family, specialized services and rehabilitation community actions for the effective inclusion process.(AU)

Perfil funcional de crianças com paralisia cerebral na escola regular segundo tipo de escola e comprometimento motor / Functional profile of children with cerebral palsy in regular school according to the type of school and severity of motor impairment

A inclusão escolar do portador de deficiência é um processo complexo que envolve a articulação de ações em diversos âmbitos, como o da educação e o da saúde. Um importante fator contribuinte para a inclusão de crianças portadoras de deficiência física na escola regular a participação ativa em atividades funcionais que dão suporte ao desenvolvimento de competências pedagógicas e sociais relacionadas ao programa educacional. Neste estudo, analisamos os dados obtidos com a aplicação do instrumento de Avaliação da Função Escolar em urna amostra de 29 alunos com o diagnóstico de paralisia cerebral, com idade entre 5 e 14 anos, que freqüentam o ensino regular do município de São Paulo. Em seguida, discutimos as influências das variáveis “tipo de escola” (pública ou privada) e “comprometimento motor” (leve, moderado ou grave) no nível de participação em atividades funcionais relacionadas a seis ambientes: sala de ensino regular, recreio, transporte, banheiro, transições, lanche. Para a variável "comprometimento motor" foram detectadas diferenças significativas (p<0,001), que não foram encontradas na comparação entre os tipos de escola (p>0,10). Os resultados deste estudo sugerem a necessidade da integração entre escola, família, serviços diferenciados e ações comunitárias de reabilitação para a efetivação do processo de inclusão.

Inclusion in school for children with disabilities is a complex process which deals with the articulation of actions it) several areas_ such as education and health. An important factor that contributes to the inclusion of physically disabled children in regular schools is the active participation in functional activities which support the development of pedagogical and social competences related to the educational program In this study, we analyze the information obtained with the application of the School Function Assessment instrument in a sample of 29 students with diagnosis of cerebral palsy, with age range between 5 and 14 years old, who attended regular educational system in the city of Sao Paulo, Brazil. Next, we discussed the influences of the indicators type of school (public or private) and "severity of motor impairment" (mild, moderate or severe) on the level of participation in functional activities typical of six environments: regular classroom, playground, transportation, bathroom, transitional, mealtime. For the indicator “severity of motor impairment” we detected significant differences (p,0.001), but the result wasn't similar when we established a comparison between the types of school (p>0, 10, 1 The results of this study suggest the need of integration between school, family, specialized services and rehabilitation community actions for the effective inclusion process.