The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders.

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Networks are forms of social interaction, defined by dynamic exchanges among the subjects that form them. In this case, we will study those that try to respond to the educational inclusion needs of children with Developmental Disorders (DD), assuming them as strategies that allow to enhance resource...

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Autor principal: Isaías, Ana Clara
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Rosario 2021
Materias:
Trastornos del Desarrollo
Inclusión educativa
Equipos de salud
Redes
Interdisciplina
Developmental disorders
Educational inclusion
Health teams
Networks
Interdisciplinary
Acceso en línea:https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/32
Aporte de:
FCM Científica de Universidad Nacional de Rosario
id I15-R235-article-32
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-235
container_title_str FCM Científica
language Español
format Artículo revista
topic Trastornos del Desarrollo
Inclusión educativa
Equipos de salud
Redes
Interdisciplina
Developmental disorders
Educational inclusion
Health teams
Networks
Interdisciplinary
spellingShingle Trastornos del Desarrollo
Inclusión educativa
Equipos de salud
Redes
Interdisciplina
Developmental disorders
Educational inclusion
Health teams
Networks
Interdisciplinary
Isaías, Ana Clara
The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders.
topic_facet Trastornos del Desarrollo
Inclusión educativa
Equipos de salud
Redes
Interdisciplina
Developmental disorders
Educational inclusion
Health teams
Networks
Interdisciplinary
author Isaías, Ana Clara
author_facet Isaías, Ana Clara
author_sort Isaías, Ana Clara
title The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders.
title_short The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders.
title_full The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders.
title_fullStr The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders.
title_full_unstemmed The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders.
title_sort conformation of networks in the processes of educational inclusion of children with developmental disorders.
description Networks are forms of social interaction, defined by dynamic exchanges among the subjects that form them. In this case, we will study those that try to respond to the educational inclusion needs of children with Developmental Disorders (DD), assuming them as strategies that allow to enhance resources and contribute to problem solving. It analyses the actors, institutions, obstacles and aid that arise in inclusive processes. To achieve this, it was selected an exploratory and cross—sectional study, appealing to the triangulation strategy; through a semi—structured interview. The population comprised 14 health professionals who care for children with DD, at the “Zona Norte” Children Hospital. The most frequently mentioned actors are: psychologist (12), speech therapist (8) and neuropediatrician (6) and occupational therapist (6). The institutions most named as forming the network are the common school (11) and special school (11). Results shows that 2 of the interviewed did not mention any obstacles, 4 of them detected attitudinal obstacles; 3 interviewed mentioned communicative obstacles; 2 of them mentioned administrative or epistemological obstacles, and 1 interviewed detected communicative and administrative obstacles. For example: “Lack of communication, little availability of meeting times.” On the other hand; 9 highlight benefits for users, 1 of them places them in relation to professionals and 4 mention both. For example, “Integration processes with better results in terms of permanence, experience and learning of all the actors”. Although the selected sample is small, we can reflect on the strategies of the teams, aimed at offering better care and contributing to the process of school inclusion, exceeding the limits of the clinics, entering various sectors that result in enriching experiences.
publisher Universidad Nacional de Rosario
publishDate 2021
url https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/32
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first_indexed 2023-06-26T22:50:58Z
last_indexed 2024-08-12T21:45:32Z
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spelling I15-R235-article-322023-11-08T14:27:33Z The conformation of networks in the processes of Educational Inclusion of children with Developmental Disorders. La conformación de redes en los procesos de Inclusión educativa de niños con Trastornos del Desarrollo. Isaías, Ana Clara Trastornos del Desarrollo Inclusión educativa Equipos de salud Redes Interdisciplina Developmental disorders Educational inclusion Health teams Networks Interdisciplinary Networks are forms of social interaction, defined by dynamic exchanges among the subjects that form them. In this case, we will study those that try to respond to the educational inclusion needs of children with Developmental Disorders (DD), assuming them as strategies that allow to enhance resources and contribute to problem solving. It analyses the actors, institutions, obstacles and aid that arise in inclusive processes. To achieve this, it was selected an exploratory and cross—sectional study, appealing to the triangulation strategy; through a semi—structured interview. The population comprised 14 health professionals who care for children with DD, at the “Zona Norte” Children Hospital. The most frequently mentioned actors are: psychologist (12), speech therapist (8) and neuropediatrician (6) and occupational therapist (6). The institutions most named as forming the network are the common school (11) and special school (11). Results shows that 2 of the interviewed did not mention any obstacles, 4 of them detected attitudinal obstacles; 3 interviewed mentioned communicative obstacles; 2 of them mentioned administrative or epistemological obstacles, and 1 interviewed detected communicative and administrative obstacles. For example: “Lack of communication, little availability of meeting times.” On the other hand; 9 highlight benefits for users, 1 of them places them in relation to professionals and 4 mention both. For example, “Integration processes with better results in terms of permanence, experience and learning of all the actors”. Although the selected sample is small, we can reflect on the strategies of the teams, aimed at offering better care and contributing to the process of school inclusion, exceeding the limits of the clinics, entering various sectors that result in enriching experiences. Las redes son formas de interacción social, definidas por intercambios dinámicos entre los sujetos que las forman; en este caso, abordaremos aquellas que intentan dar respuesta a las necesidades de inclusión educativa de niños con Trastornos del Desarrollo (TD), asumiéndolas como estrategias que permiten potenciar recursos y contribuir a la resolución de problemas. Se indaga qué actores, instituciones, obstáculos y ayudas surgen en los procesos inclusivos. Para ello, se diseñó un estudio exploratorio y transversal, apelando a la estrategia de triangulación; por medio de una entrevista semiestructurada. Formaron parte de la población 14 profesionales de la salud que atienden niños con TD, en el Hospital de Niños Zona Norte. Los actores mencionados con mayor frecuencia son: el psicólogo (12), el fonoaudiólogo (8) y el neuropediatra (6) y el terapista ocupacional (6). Las instituciones más nombradas como formantes de la red son la escuela común (11) y la especial (11). En relación a los obstáculos, 2 entrevistados no mencionan ninguno, 4 detectan obstáculos actitudinales; 3 comunicativos; 2 administrativos, 2 epistemológicos y 1 comunicativos y administrativos. Por ejemplo: “Falta de comunicación, poca disponibilidad de horarios para reuniones”. Por otra parte; 9 destacan beneficios para los usuarios, 1 de ellos los ubica en relación a los profesionales y 4 mencionan a ambos. Por ejemplo, “Procesos de integración con mejores resultados en cuanto a permanencia, experiencia y aprendizaje de todos los actores”. Si bien la muestra seleccionada es pequeña, podemos reflexionar acerca de las estrategias de los equipos, dirigidas a ofrecer una mejor atención y aportar al proceso de inclusión escolar, desbordando los límites de los consultorios, entramándose en diversos sectores que redundan en experiencias enriquecedoras. Universidad Nacional de Rosario 2021-06-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/32 10.35305/fcm.v1i.32 Revista de la Facultad de Ciencias Médicas. Universidad Nacional de Rosario.; Vol. 1 (2020); 154-160 2796-7719 spa https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/32/48 https://creativecommons.org/licenses/by-nc/4.0/

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