Intersectorality and educational inclusion of children with Developmental Disorders (DD)
This work analyzes experiences from the educational and health fields, from the perspective of intersectorality (1). Material and method. The population (N25) was made up of 11 workers in the field of education and 14 health professionals, who assist children with TD, through a semi-structured inter...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional de Rosario
2022
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| Acceso en línea: | https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/48 |
| Aporte de: |
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I15-R235-article-48 |
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ojs |
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Universidad Nacional de Rosario |
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I-15 |
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R-235 |
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FCM Científica |
| language |
Español |
| format |
Artículo revista |
| topic |
Intersectorialidad Inclusión Trastornos del desarrollo Salud Educación Intersectorality Inclusion Developmental disorders Health Education |
| spellingShingle |
Intersectorialidad Inclusión Trastornos del desarrollo Salud Educación Intersectorality Inclusion Developmental disorders Health Education Isaias, Ana Clara Intersectorality and educational inclusion of children with Developmental Disorders (DD) |
| topic_facet |
Intersectorialidad Inclusión Trastornos del desarrollo Salud Educación Intersectorality Inclusion Developmental disorders Health Education |
| author |
Isaias, Ana Clara |
| author_facet |
Isaias, Ana Clara |
| author_sort |
Isaias, Ana Clara |
| title |
Intersectorality and educational inclusion of children with Developmental Disorders (DD) |
| title_short |
Intersectorality and educational inclusion of children with Developmental Disorders (DD) |
| title_full |
Intersectorality and educational inclusion of children with Developmental Disorders (DD) |
| title_fullStr |
Intersectorality and educational inclusion of children with Developmental Disorders (DD) |
| title_full_unstemmed |
Intersectorality and educational inclusion of children with Developmental Disorders (DD) |
| title_sort |
intersectorality and educational inclusion of children with developmental disorders (dd) |
| description |
This work analyzes experiences from the educational and health fields, from the perspective of intersectorality (1).
Material and method. The population (N25) was made up of 11 workers in the field of education and 14 health professionals, who assist children with TD, through a semi-structured interview applied in 2018 and 2019.
Results. 18/25 interviewees detect obstacles in the inclusion process, 5 of them belong to the education sector and 13 of them belong to the health sector. Of the 6 interviewed who do not perceive obstacles, 5 of them are professionals from the education sector and 1 from the health sector. In addition, 13/25 state that they received aid and 12/25 claim they don’ t. Institutional (10/13) and political (3/13) aid were found. Of the 10 responses that place the support in the institutional framework, 5 of them are from the educational field and 5 from the health field. Those who mention the aid of a political nature come from the educational field. Health professionals participate in networks with health, educational and social institutions; and educators select institutions from the health and educational sector.
Professionals in the health field seem to perceive more obstacles and less help than those in education. However, the ties generated by the health field would be broader and more diverse, since intersectoral work seems to be part of the health dynamic. The fact that the respondents belong to the public sphere could be related to this social network. All of them emphasize that interdisciplinary work results in improvements in the approach to childhood. |
| publisher |
Universidad Nacional de Rosario |
| publishDate |
2022 |
| url |
https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/48 |
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AT isaiasanaclara intersectoralityandeducationalinclusionofchildrenwithdevelopmentaldisordersdd AT isaiasanaclara intersectorialidadeinclusioneducativadeninoscontrastornosdeldesarrollotd |
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2023-06-26T22:51:00Z |
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2023-06-26T22:51:00Z |
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I15-R235-article-482022-07-08T21:44:16Z Intersectorality and educational inclusion of children with Developmental Disorders (DD) Intersectorialidad e inclusión educativa de niños con Trastornos del Desarrollo (TD) Isaias, Ana Clara Intersectorialidad Inclusión Trastornos del desarrollo Salud Educación Intersectorality Inclusion Developmental disorders Health Education This work analyzes experiences from the educational and health fields, from the perspective of intersectorality (1). Material and method. The population (N25) was made up of 11 workers in the field of education and 14 health professionals, who assist children with TD, through a semi-structured interview applied in 2018 and 2019. Results. 18/25 interviewees detect obstacles in the inclusion process, 5 of them belong to the education sector and 13 of them belong to the health sector. Of the 6 interviewed who do not perceive obstacles, 5 of them are professionals from the education sector and 1 from the health sector. In addition, 13/25 state that they received aid and 12/25 claim they don’ t. Institutional (10/13) and political (3/13) aid were found. Of the 10 responses that place the support in the institutional framework, 5 of them are from the educational field and 5 from the health field. Those who mention the aid of a political nature come from the educational field. Health professionals participate in networks with health, educational and social institutions; and educators select institutions from the health and educational sector. Professionals in the health field seem to perceive more obstacles and less help than those in education. However, the ties generated by the health field would be broader and more diverse, since intersectoral work seems to be part of the health dynamic. The fact that the respondents belong to the public sphere could be related to this social network. All of them emphasize that interdisciplinary work results in improvements in the approach to childhood. Este trabajo analiza experiencias provenientes de los ámbitos educativo y sanitario, desde la perspectiva de la intersectorialidad (1). Material y método. La población (N25) estuvo conformada por 11 trabajadores del ámbito de la educación y 14 profesionales de la salud, que asisten a niños con TD, a través de una entrevista semiestructurada durante aplicada en 2018 y 2019. Resultados. 18/ 25 entrevistados detectan obstáculos en el proceso de inclusión, 5 de ellos pertenecen al sector educativo y 13 al de salud. De los 6 que no perciben obstáculos, 5 son profesionales del sector educativo y 1 del sanitario. Además, 13 /25 manifiestan que recibieron ayudas y 12/ 25, no. Se hallaron ayudas institucionales (10/ 13) y políticas (3/13). De las 10 respuestas que ubican las ayudas en el marco institucional, 5 son del ámbito educativo y 5 del ámbito de la salud. Todos los que mencionan las ayudas de orden político provienen del campo educativo. Los profesionales de la salud participan de redes con instituciones de la salud, educativas y sociales; y los educadores seleccionan instituciones del sector salud y educación. Los profesionales del campo de la salud parecen percibir más obstáculos y menos ayudas que los de la educación. Sin embargo, los lazos generados por el campo de la salud serían más amplios y diversos, ya que el trabajo intersectorial parece formar parte de la dinámica sanitaria. El hecho de que los encuestados pertenezcan al ámbito público, podría relacionarse con dicho entramado social. Todos destacan que el trabajo interdisciplinario redunda en mejoras en el abordaje de las infancias. Universidad Nacional de Rosario 2022-07-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/48 10.35305/fcm.v2i.48 Revista de la Facultad de Ciencias Médicas. Universidad Nacional de Rosario.; Vol. 2 (2021): Revista de la Facultad de Ciencias Médicas. Universidad Nacional de Rosario.; 37-49 2796-7719 spa https://fcmcientifica.unr.edu.ar/index.php/revista/article/view/48/58 Derechos de autor 2022 Revista de la Facultad de Ciencias Médicas. Universidad Nacional de Rosario. https://creativecommons.org/licenses/by-nc/4.0 |