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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| Autores principales: | , , |
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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 |
| Aporte de: |
| Sumario: | 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. |
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