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DOI: 10.12957/polemica.2016.26430 __________ Resumo: Na pratica clinica observa-se que apenas criancas com quadros clinicos complexos (ex. Transtorno de Espectro Autista, Deficiencia Mental) sao contempladas com recursos garantidos pela educacao inclusiva e deixado de lado, sem atendimento educacional adequado, um grupo numeroso de criancas com transtornos aparentemente “leves” (ex. Dislexia, Transtorno Desafiador de Oposicao, Transtorno de Linguagem Receptivo), os quais, porem, causam impactos academicos e nao academicos nessas criancas. O objetivo deste estudo e mostrar que a observacao clinica acima origina-se de inconsistencias na propria legislacao que nao assegura atendimento educacional especializado para as criancas portadoras destes quadros aparentemente “leves”. Para isto foi feita uma revisao da legislacao brasileira atual norteadora da educacao inclusiva, dos quadros clinicos referidos e sua prevalencia. Os resultados mostram que a prevalencia de transtornos “leves” e significativa, que a legislacao nao inclui estes quadros clinicos nao garantindo, portanto, atendimento educacional especializado nestes casos, muito embora apresentem sintomas que interferem na vida escolar. Como o numero de criancas portadoras desses quadros e expressivo, estima-se que muitas podem nao estar sendo atendidas adequadamente pelo sistema educacional regular, o que pode agravar a sintomatologia primaria e contribuir para o aparecimento secundario de sintomas comportamentais, emocionais e subjetivos. O texto reforca a necessidade de um trabalho conjunto entre o setor de saude, responsavel pelo diagnostico dos quadros clinicos, e o setor educacao, responsavel pelas intervencoes educacionais. Esta parceria podera estimular a revisao da legislacao e contribuir na elaboracao de uma nova regulamentacao que reoriente a assistencia apropriada para cada caso. Palavras-chave: Transtornos do Desenvolvimento na Crianca. Transtornos de Saude Mental na Crianca. Educacao Inclusiva. Intersetorialidade. Interdisciplinaridade. Exclusao Social. __________ Abstract: In clinical practice it is observed that only children with complex clinical conditions (such as Autism Spectrum Disorder, Mental Disability) are contemplated with the guaranteed resources from inclusive education. A group of children with disorders apparently “light” (such as Dyslexia, Oppositional defiant disorder, Receptive language disorder) are left aside, even though these disorders bring both academic and not academic impacts. The objective of this study is to show that the above observation is originated from inconsistencies in the legislation that does not assure specialized educational assistance to children with these light disorders. A literature review on the legislation that guides inclusive education, about the referred clinical pictures and their prevalence was made. The results show that the prevalence of these “light” disorders is significant, that the legislation does not include these clinical pictures, and as so does not guarantee specialized educational treatment, even though they present symptoms that interfere with school life. Since the number of children with these disorders is significant, it is estimated that many are not being appropriately treated by the regular education system, which may worsen the primary symptoms and contribute to the secondary appearance of behavioral, emotional and subjective symptoms. The text reinforces the need of a joint work between the health system, responsible for the clinical diagnosis and the educational sector, responsible for the educational interventions. This partnership will stimulate a review of the legislation and contribute in the elaboration of a new law guideline that reorients an adequate assistance to each case. Keywords: Child Development Disorders. Child Mental Health Disorders. Inclusive Education. Intersetoriality. Interdisciplinarity. Social Exclusion. |
