Comparison of technical figures for the promotion of the autonomy of children with disabilities
The aim of this qualitative study is to compare the contribution of three technical figures, Personal Assistant, Therapeutic Companion and Pedagogical Companion, in the framework of Inclusive Education strategies for two children with disabilities. Its relevance lies in the fact that it takes place...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2024
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/827 |
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I15-R208-article-827 |
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I15-R208-article-8272025-02-23T20:08:09Z Comparison of technical figures for the promotion of the autonomy of children with disabilities Comparación de figuras técnicas para la inclusión educativa de niños y niñas con discapacidad Córdoba, Julia Bagnato, María José Villar, Eugenia TEA CIF Educación inclusiva Asistente Personal Acompañante Terapéutico ASD ICF Inclusive Education Personal Assistant Therapeutic companion The aim of this qualitative study is to compare the contribution of three technical figures, Personal Assistant, Therapeutic Companion and Pedagogical Companion, in the framework of Inclusive Education strategies for two children with disabilities. Its relevance lies in the fact that it takes place within the framework of the Personal Assistants Programme of the Uruguayan National Care System and of a vast normative framework that regulates and guarantees the education of all people. It is proposed to organise the analysis of the story of educational trajectories through the Contextual Factors of the International Classification of Functioning, Disability and Health (WHO, 2001). The study shows that i) there are barriers and facilitators present at the personal, family, institutional and state level when guaranteeing access to education for children with disabilities, ii) these situations may have generalisable aspects but singularities must be respected, iii) there are confusions between these figures that arise as a first effect of the implementation of policies and services for the promotion of the autonomy of children with disabilities and iv) the ICF is a good tool for determining intervention priorities. Se realiza este estudio de carácter cualitativo cuyo objetivo es poder comparar el aporte de tres figuras técnicas, Asistente Personal, Acompañante Terapéutico y Acompañante Pedagógico, en el marco de estrategias de Educación Inclusiva de dos niños con discapacidad. Su relevancia radica en tanto sucede en el marco del Programa de Asistentes Personales del Sistema Nacional de Cuidados de Uruguay y de un vasto marco normativo que regula y garantiza la Educación de todas las personas. Se propone organizar el análisis del relato sobre las trayectorias educativas a través de los Factores Contextuales de la Clasificación internacional del funcionamiento, de la discapacidad y de la salud (OMS, 2001). El estudio pone en evidencia que i) existen barreras y facilitadores presentes a nivel personal, familiar, institucional y estatal al momento de garantizar el acceso a la educación de niños/as con discapacidad, ii) estas situaciones pueden tener aspectos generalizables pero deben respetarse las singularidades, iii) existen confusiones entre estas figuras que surgen como primer efecto de la implementación de políticas y servicios para la promoción de la autonomía de niños/as con discapacidad y iv) la CIF es una buena herramienta para determinar prioridades de intervención. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/827 10.35305/rece.v1i19.827 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 19 (2024) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/827/710 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/827/765 Derechos de autor 2023 Julia Córdoba, María José Bagnato, Eugenia Villar https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
TEA CIF Educación inclusiva Asistente Personal Acompañante Terapéutico ASD ICF Inclusive Education Personal Assistant Therapeutic companion |
| spellingShingle |
TEA CIF Educación inclusiva Asistente Personal Acompañante Terapéutico ASD ICF Inclusive Education Personal Assistant Therapeutic companion Córdoba, Julia Bagnato, María José Villar, Eugenia Comparison of technical figures for the promotion of the autonomy of children with disabilities |
| topic_facet |
TEA CIF Educación inclusiva Asistente Personal Acompañante Terapéutico ASD ICF Inclusive Education Personal Assistant Therapeutic companion |
| author |
Córdoba, Julia Bagnato, María José Villar, Eugenia |
| author_facet |
Córdoba, Julia Bagnato, María José Villar, Eugenia |
| author_sort |
Córdoba, Julia |
| title |
Comparison of technical figures for the promotion of the autonomy of children with disabilities |
| title_short |
Comparison of technical figures for the promotion of the autonomy of children with disabilities |
| title_full |
Comparison of technical figures for the promotion of the autonomy of children with disabilities |
| title_fullStr |
Comparison of technical figures for the promotion of the autonomy of children with disabilities |
| title_full_unstemmed |
Comparison of technical figures for the promotion of the autonomy of children with disabilities |
| title_sort |
comparison of technical figures for the promotion of the autonomy of children with disabilities |
| description |
The aim of this qualitative study is to compare the contribution of three technical figures, Personal Assistant, Therapeutic Companion and Pedagogical Companion, in the framework of Inclusive Education strategies for two children with disabilities.
Its relevance lies in the fact that it takes place within the framework of the Personal Assistants Programme of the Uruguayan National Care System and of a vast normative framework that regulates and guarantees the education of all people.
It is proposed to organise the analysis of the story of educational trajectories through the Contextual Factors of the International Classification of Functioning, Disability and Health (WHO, 2001).
The study shows that i) there are barriers and facilitators present at the personal, family, institutional and state level when guaranteeing access to education for children with disabilities, ii) these situations may have generalisable aspects but singularities must be respected, iii) there are confusions between these figures that arise as a first effect of the implementation of policies and services for the promotion of the autonomy of children with disabilities and iv) the ICF is a good tool for determining intervention priorities. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2024 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/827 |
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2024-08-12T21:44:41Z |
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