Schooling of People with Cerebral Palsy: A Systematic Review in the National Literature

ABSTRACT: The inclusive perspective has broadened discussions about the education of the target audience of Special Education, related to the efectiveness of teaching, the use of resources, planning and pedagogical practices. Studies on cerebral palsy tend to focus on the clinical perspective, rehabilitation and care, distancing themselves from school activities. Thus, this study aimed to characterize productions about the schooling of students with cerebral palsy. For this, a systematic literature review was carried out in the Scientific Electronic Library Online (SciELO), in the Journal database of the Coordination for the Improvement of Higher Education Personnel (CAPES), and in the Revista Educação Especial [Special Education Journal], from 2000 to 2020. Thirty-one articles were selected according to the inclusion and exclusion criteria, categorized as Accessibility, Motor Development, Assistive Technology, Alternative Communication, School Inclusion, and Teaching. The results indicate that the national school context described in the studies is unprepared to meet the specificities of students with cerebral palsy, considering discussions on initial training and professional staf, physical and pedagogical resources ofered, which requires greater production of theoretical and practical knowledge in the country that responds to the guarantee of quality education to this student.

摘要：全纳教育视角拓展了特殊教育（Special Education）目标群体的教育讨论范畴，涉及教学有效性、资源利用、教学规划与教育实践等多个维度。现有针对脑瘫的研究多聚焦于临床视角、康复与照护，与学校教育活动相脱节。为此，本研究旨在刻画脑瘫学生在校教育相关学术成果的特征。
为此，本研究于2000年至2020年间，在科学电子图书馆在线（Scientific Electronic Library Online, SciELO）、高等教育人员发展协调局（Coordination for the Improvement of Higher Education Personnel, CAPES）期刊数据库以及《特殊教育杂志》（Revista Educação Especial）中开展了系统文献综述（systematic literature review）。研究依据纳入与排除标准筛选出31篇文献，并将其划分为无障碍（Accessibility）、运动发育（Motor Development）、辅助技术（Assistive Technology）、替代沟通（Alternative Communication）、学校全纳（School Inclusion）以及教学（Teaching）六大类别。
研究结果表明，现有文献所描述的国内学校教育环境尚未做好准备以满足脑瘫学生的个性化需求——从初始培训、专业人员配置、现有物质与教育资源等方面的讨论均可印证这一点，因此该国亟需产出更多理论与实践知识，以保障该群体学生享有优质教育。