RESUMO
This paper discusses community playgroup and preschool settings for non-disabled children as programme options for infants and preschoolers with a variety of physical and mental impairments. These options provide age-appropriate integration experiences which may result in benefits to parent and child, realistic developmental expectations, and a cultural expectation that social integration is a basic part of any child's education. The discussion identifies advantages to beginning integration before the age of 5 years and emphasizes the need for individualized services, ongoing staff training, support for parents, and programme evaluation.
Assuntos
Pessoas com Deficiência , Relações Pais-Filho , Jogos e Brinquedos , Escolas Maternais , Ajustamento Social , Pré-Escolar , Educação Inclusiva , Humanos , Lactente , Recém-Nascido , Inclusão EscolarRESUMO
The authors questioned residents and supervisors at a large clinic about their attitudes and experiences regarding clinical supervision. Half of the residents then videotaped one of their psychotherapy sessions and presented the tape in their next supervisory session. The procedure had little effect on patients, was anxiety-provoking for the residents, and had some diagnostic benefit for the supervisors. After the taping, the residents' views about taping were less positive than before the taping, but the supervisors' views did not change significantly.
