Questions/Answers

The inclusive education in Brazil tries to understand differences as a positive factor and, at the same time, structures regular public schools to serve everyone with equity and quality, promoting social inclusion and citizenship. Accordingly, in 2017, in Jaboatão dos Guararapes, the program Unir para Incluir (Unite to Include) - Home Educational Care for Students with Chronic Diseases, was created to guarantee education with social interaction to those who are unable - temporarily or permanently. - to attend one of the teaching units of the district network due to health reasons. The challenge of this action is to serve students, mostly poor, with health problems that have impact their emotional state and the family's emotional state. This initiative promotes the pedagogical development of these students, with social interaction through assistive technologies, generating positive reflexes in their learning and medical condition. Its goal is to ensure the constitutional right to promote inclusive, equitable and quality education for everyone. It serves any citizen who is unable to attend school for health reasons that require more than a 60 days leave of absence, evidenced by a medical report, seeking specific technological solutions for learning maintenance, with social interaction even if remotely. To ensure inclusive, equitable and quality education for these students, the City of Jaboatão dos Guararapes, through the Special Education Coordination of the District's Department of Education, has partnered with the Institute of Assistive Technologies - Handsfree, a non-profit organization, located in this District, which developed a new product tailored to this need. Handsfree Assistive Technology and Connectivity Kit ensure real-time student-patient connection to the classroom, promoting inclusion, social development and citizenship for these vulnerable students.

The initiative promotes the continuity of education for all students in chronic illness who, due to their state of vulnerability caused by the disease, cannot go to school. It generates social inclusion, equity and citizenship to the most vulnerable, through the provision of home educational care, assistive technologies and remote interaction with other students from the district school system. It provides, through partnership with a third sector, assistive technologies that stimulate skill development, autonomy and interaction, promoting learning and life quality for the student and the family.

Unir para Incluir (Unite to Include) - Home Educational Care promotes social inclusion and equity in the education of vulnerable, poor and chronically ill students, providing access to assistive technologies and interaction with other students in the network. It provides improvement in school infrastructure and access to new digital technologies to ensure connectivity, social interaction and appreciation of diversity. It promotes the pedagogical advancement of student-patients, enabling their intellectual development, increasing self-esteem, and promoting equal opportunities. By fostering these students' learning development, the initiative offers the world another active mind and can collaborate in building improvements for everyone, as seen in the case of the renowned English physicist ,Stephen Hawking, who suffered from ALS but was given the opportunity for interaction and significantly contributed to the progress of science. The social insertion promoted by this initiative between students that are distant from their school environment and other students from the network via the interactivity set of our technological partner, also promotes coexistence among these students, stimulating the respect for diversity. It ensures educational strengthening of the most vulnerable, reducing result and social inclusion.

The initiative is socially sustainable because it serves the most vulnerable and their families, students in chronic illness who are unable to participate in the school routine and require specialized services to maintain learning. From an economic point of view, considering the mandatory expenditures in education, provided for by law, and the broad defense of equity and inclusion in special education, the maintenance and expansion of funds for home educational care is irreversible. Regarding environmental sustainability, there is no consumption of inputs that cause environmental impact or make it impossible to continue the project over a long period of time.

The Project Unir para Incluir (Unite to Include) – Home Educational Care project, assists the entire population with chronic diseases who, due to their health conditions, live on the fringes of society, often having their universal rights denied. The right to equitable and quality education for everyone is inside our Federal Constitution. In Jaboatão dos Guararapes, since 2017, it is also guaranteed to those under health treatment and, are unable to attend the teaching units of the network for a period longer than 60 days, whose reasons are evidenced with a medical report. It is offered to these students, assistive technologies and home educational care, with social interaction, to promote skill development, intellectual and emotional development and life quality. In Brazil, until 2018, the right to continuous education for students in health treatment, thus removed from the school routine, was not guaranteed by law. On September 24, 2018, the Law 13,716 was enacted and guaranteed this right, but the district's administration anticipated itself and went beyond, also ensuring interaction with other students of the network and promoting respect for diversity and social inclusion for this vulnerable segment of the population.

The initiative guarantees access to education for all citizens with chronic diseases, in an equitable way, respecting the individuality of each student-patient and contributing to equal access to all genders. It prioritizes respect for diversity and promotes social inclusion and interactivity of the most vulnerable, appreciating human beings and promoting social development for the construction of fair and more inclusive society.

The initiative seeks to ensure the continuity of learning and social development for all students in long-term health care, whose reasons are evidenced in the medical report. For these students and their families, the discovery of a chronic disease, along with the need to interrupt the school routine, are traumatic factors that lead to severe impacts on the emotional aspect, reflecting on the clinical and social situation of the family. In many cases, before these student-patients were included in the project, had low self-esteem, depression, social seclusion, poor health and bad school flow. With home educational care, the city of Jaboatão dos Guararapes gave back to this group of vulnerable students, the right to learn rescuing their dignity, promoting social inclusion and citizenship. Assistive technologies and interaction with other students in the network, even if remotely, provide the improvement of self-esteem and learning development, as well as acquisition of other skills that lead to autonomy and independence, slowing the disease's progress and helps to reverse the medical condition. Providing the opportunity for the inclusion and social development of people and valuing diversity is the path to progress with social justice and sustainability.

The project was implemented in August 2017, after spontaneous demand from a family that sought the District's Department of Education in March of the same year, requesting help for their son André, who was diagnosed with a chronic disease and was unable to attend a school. He had severe depression and was given only two years of life. In 2016, André studied at a private school, but after leaving for health reasons, received no support and was disapproved, despite being one of the best students in class and despite his love for the school. After André's case, the District's Special Education Coordination, which previously worked to guarantee education with equity, inclusion and citizenship to students with disabilities present in schools of the network, also had to take actions to guarantee the same rights to the disabled who were unable to attend school due to their health conditions. The implementation steps, considering business days, were: seek for a partner to implement assistive technology with connectivity to student-patients - 30; establish an assistive technology project with interaction, make it official and authorize development - 30; develop, test and apply new technology by remotely connecting student-patients to the school class. Systematically monitor, evaluate and improve - 40; structure the school for technology deployment -20; select and train network teachers for supportive home care. Evaluate student-patient - 10. Train teachers for connective classes and implement such connection - 5; connect students to school routine, respecting their limitations, and evaluate their learning performance according to other students in class - 15; The implementation also involved other management areas, such as Information Technology and Infrastructure, to ensure learning in an interactive way to André and other students with chronic diseases in the district. These are actions to guarantee inclusion and rights that promote development and peace.

The lack of investments and the low supply of assistive technologies, with connectivity in Brazil made the implementation cost high, however, the partnership with the specialized institute, located in the same district, which will be able to offer the new product to other districts, made the project feasible, making the price more accessible. The lack of information by the citizens about the services offered is another obstacle that is being overcome through the presentation of the initiative to school managers, public department, community health agents and tutelary counselors, so that this benefit may reach all who need it.

It is innovative because it provides tools that assist students in medical treatment, it goes beyond and it was made prior to Federal Law 13.716, sanctioned in August 2018. It promotes interactivity to achieve social development with inclusion and respect for diversity. We sought partnerships to offer the best in assistive technologies and connectivity. We are the funders and pioneers in the Handsfree Institute's app, a new interactive platform within a global scope, called homeschool. It is innovative because it promotes citizenship through education with social interaction, both for the student-patient and for the other students in the network.

The initiative was not based on any other initiative, but sought inspiration in accessible digital technologies to promote the continuity of education with inclusion and connectivity, even if remotely. It works with accessible technological resources to provide educational assistance, with social interaction to students in long-term medical treatment, especially because we humans have an innate need to belong to some group. The interactivity makes it possible to develop the feeling of belonging somewhere, generating positive reflexes in the learning and medical condition of the participating students.

No, but there are several federative entities - states and districts - that are in contact with Handsfree Institute, according to Handsfree statement, for knowledge and possible acquisition of the interactive assistive technology platform (homeschool). This technolgy was developed to meet the needs of the Project Unir para Incluir (Unite to Include) - Home Educational Care Service, in Jaboatão dos Guararapes. Are involved in this negotiation the governments of the State of Piauí and Sergipe, as well as the Districts of Gravatá, São Caetano do Sul and Campina Grande, all from the Northeast region of Brazil. There is an ongoing proposal at the Chamber of Deputies, in Brasilia, for a parliamentary amendment to the Federal budget that designates financial resources for the implementation of the homeschooling project, with interactivity via homeschool platform, to all Federal Districts. The idea is for Handsfree's interactive assistive technology platform to be available to all students in the region who have chronic diseases.

The project is transferable and adaptable because Handsfree Institute's main tool for assistive technology and interactivity, developed within the global scope, is available and the cost of development has already been accepted by the District of Jaboatão dos Guararapes. It needs network connection and in-depth knowledge about the reality of each student-patient to seek the best assistive technologies and promotes the continuity of education with social inclusion. In order to implement Handsfree Institute's interactive homeschool platform, it is also necessary to acquire, partially or totally, other technological accessories, such as: for the student - HandsFree automation Kit and mouse, notebook, headset, webcam, network access. For the remote classroom - Touchscreen and computer monitor, projector, webcam, amplified speaker, microphone, switch, television, notebook, network access, cabling. There are few technological resources that enable the development and inclusion of the most vulnerable who are suffering from chronic diseases and unable to maintain a healthy social school life, which makes the project replicable and adaptable to any reality.

We made an investment of R$ 469.940,50 in 2017 - equivalent to U$ 117.485,12, considering the current exchange rate R$ 4.00 - U$ 1.00 to implement the program. Of this amount, R$ 427.000,00 refers to development and implementation of new interactive assistive technology platform and connectivity from Handsfree Institute technology partner, designed to help 20 students. The amount of R$ 15,900.50 was used to purchase accessories such as monitor, notebooks, laptop and projector, all installed at school and at student's home. The teacher’s salary and taxes sums up to R$ 27.040,00 a year, respecting the national salary for this category.

After the development of Handsfree's assistive technology and interactivity platform within the global scope, the cost of maintenance has been reduced, making the initiative financially sustainable and technologically structured for continuity and expansion. The mandatory provision for basic education for everyone and Federal Law 13.176 sanctioned in 2018, required the public administration to guarantee this right, institutionally strengthening the project. The student's cognitive development and the reflection on their medical condition, as well as the family's recognition, are other relevant aspects for the sustainability of the initiative over the years.

Oui

The initiative is evaluated by management through pedagogical development indicators of participating student's, just like other students of the network, but presents an adapted content approach, respecting each student’s condition. Bimonthly assessments are applied with the teacher's support and, at the end of school year, it is decided whether the student is capable (approved) or not for next year. There is also a qualitative assessment, involving the teacher's support and the connected class, which points out the development in some medical aspects related to learning. The assistive and connecting technologies performance is relevant to the program and is daily monitored.

Indicators used: student grades, qualitative assessment report and number of students monitored per year. For the construction of the qualitative evaluation report, the following documents are analyzed: bimonthly tests, performed activities portfolio, biweekly follow-up report of the teachers involved. Evaluation process follows the district network proposal and is similar to the one that regular students have in the classrooms. This information is consolidated at the end of each school year and is part of an internal evaluation report, which is the responsibility of the Special Education Coordination. And it is also followed up by the District Department of Education.

In the evaluations made, the home educational monitoring of students with chronic diseases, providing learning with social interaction, promoted a visible cognitive and medical progress. André, who received a two-year prognosis in 2017, is still on the program and is once again one of the best students in the class, having been approved in the evaluation years. Assistive and connecting technology, developed in partnership with a third sector, is well established and supports students in their skills development, as well as promotes social interaction, essential for their evolution. However, it was observed that, in some cases, it is still necessary to implement other assistive tools, depending on the disease stage and the student's physical-psychological profile. A recent example was the acquisition, in 2019, of Livox software, an alternative communication program that can address to different disabilities and diseases, such as autism and ALS, already in the testing phase for one of the participating students. The family's involvement and the support that is given to them regarding the sharing of information, psychological support, among others, is an aspect that will be worked on, since a high degree of stress and misinformation was observed, harming the medical and pedagogical development of students.

The initiative works horizontally, involving different parts of district management, and it is the responsibility of the Coordination of Special Education of the Department of Education, the articulation, evaluation and control. The Department of Education also selects and trains teachers in the district's system, with training in inclusive education, to work in the student's homes. The partnership with a third sector ensures the assistive tools, with connectivity, installing the necessary equipment and supporting the district's network in adapting to the students. The Department of Information Technology and Infrastructure act to promote the necessary remodeling and facilities to implement the initiative, whenever there is new demand. There is also the involvement of the legal sector to draw contracts between third parties and the District Health Department to prepare medical reports, with specialized care support - speech therapy, psychologists, and nutritionists - and medical care, when necessary. It is a complex and totally collaborative initiative, which would not be implemented and available to the most vulnerable if there was no prioritization of the district’s manager, verifying it as extremely necessary due to the degree of fragility of the participating students and their families.

For the initiative implementation, were involved the students' families, who defined the best connection time for the classes, as well as the possible place, at home, for the support of the teacher. The Department of Education selected and trained teachers with education in inclusive education who showed interest in working in the participating student's homes. Several physicians participated, mainly from the Pernambuco Support for Poor Children with Cancer GAC-PE), who exposed the frequent weaknesses of some patients and pointed out safety procedures to help communication with them. They defended the initiative as a relevant inclusion and support action in patient recovery. There was also intense interaction with technology partners specialized in assistive technologies and Handsfree Institute was the most frequent one because they made the development of the new interactive platform possible and they call it homeschool. The support departments, such as Information Technology, Legal, Infrastructure, brought relevant collaborations at different stages of implementation. The District Department of Education, through the Coordination of Special Education, articulated and organized the proposal, budgeted and raised the necessary resources for implementation and is responsible for its execution and control.

Inclusive education alone still represents a major challenge that needs to be addressed by public managers, as there's a frequent disrespect and violations of rights for people with disabilities in Brazil and around the globe. Promoting interactive education for poor and vulnerable students from Jaboatão dos Guararapes who are suffering from chronic diseases was a challenge successfully faced by the District management. Among the lessons learned, it was noted a pedagogical development and an improvement in the students' medical frameworks and they are strong indicators to maintain such efforts and expand. These are life-transforming actions that positions men at the center of the process, restoring dignity and promoting inclusion, equity and social justice. Among the expected improvements are the searches for new assistive, accessible and available technologies, qualification for the professionals in order to assist people with disabilities and the better dissemination of the initiative, so that no student who is affected by chronic diseases is left out. It is necessary to look to your side, especially to those who are poor and vulnerable, and understand that public policies can go beyond legality, being legitimating instruments for human dignity and social transformation.