ABSTRACT
Objective:
to analyze the care taught by teachers and parents and learned by students with Down Syndrome.
Method:
descriptive study with qualitative approach carried out in a special education school, based in the city of Manaus. Eleven students with Down Syndrome, 11 parents of students and 11 teachers from the school participated in the study. Data were collected from November 2017 to February 2018, through a semi-structured interview, and analyzed by the content analysis technique. The theoretical framework regarded Down Syndrome.
Results:
three thematic categories emerged: the care learned by the student; the care taught by the teacher and; the care taught by the parents.
Conclusion and implications for practice:
family and teachers play a facilitating role in the learning to care for themselves and in the socio-cognitive and affective development of the person with Down Syndrome. The care learned by the student involved dialogic communication for care through learning of good habits, autonomy, independence and healthy eating. The study shows that nursing has the role of teaching the family how to help the child’s progress, which results in significant future changes.
Keywords:
Down syndrome; Mental health; Special Education