Peer-reviewed article
Voices of Mothers, Paths to Inclusion: Meanings of the School Experiences of Children With Cerebral Palsy in Brazil.
de Souza DM, Coelho LCP, Lucila JF, Carvalho PTG, Rossato LM et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study explored how mothers of children with cerebral palsy in Brazil understand their children's experiences in school inclusion. Through interviews with 15 mothers of 18 children with cerebral palsy aged 2 to 19 years, researchers found that mothers view school as both a potential space for development and social connection, but also as an environment with significant structural and attitudinal barriers. Mothers described their experiences as involving both resilience and advocacy, navigating challenges while seeking effective inclusion for their children. The study highlights that school inclusion remains a complex process with more barriers than facilitators.
Key points
- Mothers attributed ambivalent meanings to school inclusion, seeing both potential benefits and serious limitations
- Structural and attitudinal barriers compromise effective inclusion for children with cerebral palsy
- Mothers engaged in advocacy and resilience to support their children's school experiences
- Few facilitators exist to support school inclusion despite its importance for development and social interaction
- Current public policies and school practices do not adequately guarantee the right to inclusion for children with disabilities
Limitations
This qualitative study captures mothers' perspectives but cannot determine how children themselves experience school inclusion or measure outcomes of inclusion efforts. The findings are specific to Brazil and may not apply to other contexts.
Abstract
Aim To understand the meanings attributed by mothers of children with cerebral palsy (CP) to their experiences of school inclusion. Method This was an exploratory, qualitative study guided by the theoretical framework of symbolic interactionism. Participants included 15 Brazilian women, all literate and over 18 years of age, who were mothers of 18 children with CP-including cases of multiple births, aged between 2 and under 19 years. Participants were recruited using snowball sampling. Data were collected through remote interviews guided by a semi-structured script and analysed using thematic content analysis. The study complied with all national and international ethical standards. Results Three themes emerged: (1) between desire and insecurity: uncertainties and possibilities of school inclusion; (2) inclusion in progress: navigating barriers, facilitators and maternal struggles; and (3) school inclusion: reflections on the ideal and the reality experienced by children and their mothers. Mothers assigned ambivalent meanings to school: on the one hand, a space for potential development and social interaction; on the other, an environment marked by structural and attitudinal limitations that compromise effective inclusion. Narratives of resilience, maternal advocacy and collaborative partnerships also emerged. Conclusion From the interactions of mothers with their children, the school and the socio-political context, meanings were constructed that symbolize school inclusion as a challenging process, permeated by barriers, few facilitators and ambivalence in the guarantee of this right. Recognizing this scenario may inform the adaptation of public policies and school practices, strengthening care for children with disabilities and their families.