Teachers' perception of school functionality and participation of children with cerebral palsy

Purpose: To analyze the perception of teachers about functionality and school participation children with cerebral palsy (CP). Methods: Descriptive, exploratory, observational study a mixed design quantitative qualitative approach, carried out 14 teachers, who were interviewed in questionnaire model, based on International Classification Functionality, Disability Health (ICF). The reports transcribed quantified domains codes second level ICF, for better analysis. Results: pointed aspects that facilitate participatory process through attitudes people make up support network. However, challenges to inclusion highlighted, related issues recreation, leisure mobility, restricting environmental barriers, as services, systems policies construction, architecture, health, education. Conclusion: Such reinforce importance interventions focused individuality child, taking into account entire context which he lives, not just intervention limiting modification affected body structures function. Thus, mobility recreation activities linked interdisciplinary work, qualification education professionals, readjustments infrastructure greater CP.