Andreato Álida Maria de Oliveira, Neves Eliane Tatsch, Santos Maiara Rodrigues Dos, Marcheti Maria Angélica, Misko Maira Deguer
Universidade Estadual de Campinas, Faculdade de Enfermagem, Campinas, SP, Brazil.
Universidade Federal de Santa Maria, Santa Maria, RS, Brazil.
Rev Esc Enferm USP. 2025 Jan 27;58:e20240215. doi: 10.1590/1980-220X-REEUSP-2024-0215en. eCollection 2025.
To understand the experience of children with special health needs at school.
Qualitative research using Symbolic Interactionism as a theoretical framework and assumptions of Grounded Theory as a methodological framework. Data collected in a pediatric outpatient clinic of a teaching hospital in an inland city of the state of São Paulo. The following collection strategies were used: participant observation, drawing, and semi-structured interviews. Twenty-two school-age children with special health needs participated in the research, all of whom attended school.
Three categories were constructed representing the experience of children with special health needs at school: Experiencing the school environment, Identifying obstacles, and Finding ways to move forward despite the illness. These children's experiences at school allowed us to understand their difficulties, their need for adaptation and their actions in the face of the process related to their development.
The need for acceptance, safety, and trust in the school environment and in the people who make it up was identified, which are fundamental factors for the children to be able to continue their development and learning, despite the illness.
了解有特殊健康需求的儿童在学校的经历。
采用质性研究，以符号互动主义作为理论框架，以扎根理论的假设作为方法框架。数据收集于圣保罗州一个内陆城市的一家教学医院的儿科门诊。采用了以下收集策略：参与观察、绘画和半结构化访谈。22名有特殊健康需求的学龄儿童参与了研究，他们均在上学。
构建了三类内容，代表有特殊健康需求的儿童在学校的经历：体验学校环境、识别障碍以及尽管患病仍找到前进的方法。这些儿童在学校的经历使我们能够理解他们的困难、适应需求以及面对与自身发展相关过程时的行动。
确定了学校环境及构成学校环境的人员需要接纳、给予安全感和信任，这些是儿童即使患病也能够继续发展和学习的基本因素。
