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BACKGROUND: How do caregivers of people with disabilities perceive the quality of health services in primary healthcare? OBJECTIVE: The objective of this study was to show the quality of health services for people with disabilities in primary healthcare, based on the perceptions of family caregivers. METHODS: This is a cross-sectional study. During data collection, 49 family caregivers who use the center were interviewed. The assessment instruments used were the Socio-Economic and Demographic Questionnaire and the PCATool-Brasil (Primary Care Assessment Tool), in the reduced adult and child versions, to assess the level of essential and derived characteristics of primary healthcare. RESULTS: Women were the main caregivers (40; 82%), and the main disability was mental (28; 58%). The highest scores were observed in affiliation (100%), utilization (73.4%), and information system (83.7%). The lowest scores were found in longitudinal (26.5%), integration of care, available services, services provided (28.6%), and derived scores (28.6-22.4%) related to family guidance and community guidance. The population showed a low orientation toward primary healthcare, with a high total score (22.4%). The economic situation showed a positive association (p=0.017). CONCLUSION: According to the characteristics of primary healthcare, care is fragmented and disjointed and does not meet the needs of people with disabilities and their caregivers.

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OBJECTIVE: This study aimed to suggest a care protocol for foreign-body ingestion, address the clinical aspects, and identify the ingested object, severity, and professional conduct. METHODS: This is a qualitative study. We used books and original articles published in national and international journals (BIREME, SCIELO, LILACS, and MEDLINE/PubMed) in Portuguese, Spanish, and English. RESULTS: The ingestion of a radiolucent object should be evaluated radiographically and with endoscopy for cases with symptoms of impaction and radiolucent objects. Coins are the most commonly involved foreign bodies. In asymptomatic patients, it often requires only a conservative form of management. Ingestion of batteries, magnets, and sharp objects carries a high risk of serious clinical complications and should have an endoscopic or surgical approach. In view of this, each pediatric emergency service, based on these recommendations, has the possibility to develop an individual protocol to identify and remove the ingested foreign body. CONCLUSIONS: Protocol of care for foreign-body ingestion in children depends on the object ingested, time of ingestion, symptoms, and local epidemiological context. This study provides some suggestions for decision-making in the conduct of health professionals.

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SUMMARY OBJECTIVE: This study aimed to suggest a care protocol for foreign-body ingestion, address the clinical aspects, and identify the ingested object, severity, and professional conduct. METHODS: This is a qualitative study. We used books and original articles published in national and international journals (BIREME, SCIELO, LILACS, and MEDLINE/PubMed) in Portuguese, Spanish, and English. RESULTS: The ingestion of a radiolucent object should be evaluated radiographically and with endoscopy for cases with symptoms of impaction and radiolucent objects. Coins are the most commonly involved foreign bodies. In asymptomatic patients, it often requires only a conservative form of management. Ingestion of batteries, magnets, and sharp objects carries a high risk of serious clinical complications and should have an endoscopic or surgical approach. In view of this, each pediatric emergency service, based on these recommendations, has the possibility to develop an individual protocol to identify and remove the ingested foreign body. CONCLUSIONS: Protocol of care for foreign-body ingestion in children depends on the object ingested, time of ingestion, symptoms, and local epidemiological context. This study provides some suggestions for decision-making in the conduct of health professionals.

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As políticas de educação inclusiva proporcionaram avanços ao processo de democratização do ensino, especialmente a partir da década de 1990. Em meio às transformações conquistadas, a Psicologia Escolar e Educacional tem sido convocada para inventar e reinventar práticas na busca pela efetivação da inclusão. Este artigo reflete sobre os desafios a serem superados com a finalidade de enfrentarmos a lógica excludente que ainda atravessa muitos espaços escolares. Inicialmente, apontamos as conquistas registradas pela legitimação da educação inclusiva. Em um segundo momento, conjeturamos sobre limites e restrições que tornam a inclusão imensamente desafiadora e necessária. Em seguida, sugerimos caminhos epistemológicos capazes de potencializar o encontro entre psicologia e educação. Finalmente, com o objetivo de reafirmar a importância de adotarmos uma mudança paradigmática na promoção da educação inclusiva, apresentamos duas intervenções bem-sucedidas, ambas extraídas da literatura utilizada para o embasamento teórico deste artigo

Inclusive education policies have provided advances in the process of democratization of education, especially since the 1990s. In the midst of the transformations that have been achieved, School and Educational Psychology has been called to invent and reinvent practices in the pursuit of inclusion. This article reflects on the challenges to be overcome in order to face the exclusionary logic that still crosses many school spaces. Initially, we point out the achievements registered by the legitimacy of inclusive education. Second, we conjecture about limits and constraints that make inclusion hugely challenging and necessary. Next, we suggest epistemological paths suitable to enhance the encounter between psychology and education. Finally, with the aim of reaffirming the importance of adopting a paradigm shift in the promotion of inclusive education, we present two successful interventions, both extracted from the literature used for the theoretical basis of this article

Las políticas de educación inclusiva proporcionaron avances para el proceso de democratización de la enseñanza, especialmente a partir de la década de 1990. En medio de las transformaciones conquistadas, la Psicología Escolar y Educacional ha sido convocada para inventar y reinventar prácticas en la búsqueda por la efectividad de la inclusión. Este artículo reflexiona sobre los desafíos a ser superados con la finalidad de enfrentarnos la lógica excluyente que aún atraviesa muchos espacios escolares. Inicialmente, apuntamos las conquistas registradas por la legitimación de la educación inclusiva. En un segundo momento, conjeturamos sobre límites y restricciones que hacen la inclusión inmensamente desafiante y necesaria. A continuación, sugerimos caminos epistemológicos capaces de potenciar el encuentro entre psicología y educación. Finalmente, con el objetivo de reafirmar la importancia de que adoptemos un cambio paradigmático en la promoción de la educación inclusiva, presentamos dos intervenciones exitosas, ambas extraídas de la literatura utilizada para las bases teóricas de este artículo

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