Portal de Periódicos da CAPES

Aportes de la terapia ocupacional al contexto educacional inclusivo: interrelación entre el enfoque psicosocial, la teoría de integración sensorial y acciones de atención temprana

2009; Issue: 9 Linguagem: Inglês

10.5354/0717-6767.2009.87

0719-5346

Verónica Véliz R., Lorena Uribe-Echevarría M.,

Social Sciences and Policies

In social harmed contexts, it’s common to observe conditions that interfere with the development of social, emotional and academic skills. This, bound to an inadequate answer to the environmental stimuli and individual necessities, can turn the process of adaptation to the school context a complex task, that requires preventive actions, coordination and management in network. The present document has as objective to present a type of intervention that facilitates the processes of autonomy and participation of children in situation of vulnerability in municipal schools of district Huechuraba, between years 2006 and 2009. The central strategy is to foment the interactions of all the systems, it is used individual and group interventions to children, relatives, professors and educative community, specialists of education and health. With it, the respect for the child’s rights as well as the individual particularities of development are promoted, incorporating complementary methodologies and educative practices in the daily coexistence. This makes it possible to reconstruct and to resignificate relations and symbols from the daily activities, promoting with it the upcoming of child’s autonomy.