RESUMO
Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.
RESUMO
PURPOSE: This study aims to illustrate how environmental systems shape the peer interactions of an autistic student within the classroom. METHOD: Drawing on the bioecological model of human development, this situated discourse analysis used thematic coding and microanalysis to examine data from semistructured interviews and 10 sessions of direct classroom observations of a 9-year-old autistic student and his classroom communication partners. RESULTS: Convergent data across participants, time, and data sources revealed the following systemic influences on peer interaction: predominant medicalized view of autism (macrosystem), educational practices (exosystem), misaligned roles across adults and peers in the classroom (mesosystem), and multimodal opportunities for direct interaction that were supported by objects and physical contact and inhibited by rapid pacing (microsystem). CONCLUSIONS: Findings illustrate the environmental complexities associated with the development of peer interactions for autistic students. We offer explicit clinical implications for how environmental factors can be addressed in the school-based eligibility determination process and in the Individualized Education Program.
Assuntos
Transtorno Autístico , Adulto , Humanos , Criança , Grupo Associado , Instituições Acadêmicas , Estudantes , ComunicaçãoRESUMO
El objetivo fue determinar la evidencia existente acerca de la efectividad de intervenciones tempranas sobre el desarrollo motor de niños con alto riesgo de desarrollar una parálisis cerebral. Método: Se realizó una búsqueda literaria en bases de datos y revistas relevantes para el tema (CINAHL, The Cochrane Library, EMBASE, PEDro y PubMed). Los criterios de selección consideran a recién nacidos muy prematuros (<32 semanas de gestación) y/o con extremo bajo peso al nacer (<1.500 g), recién nacidos con encefalopatías neonatales y recién nacidos (prematuros o de término) que presentan resonancia magnética anormal y/o ultrasonido craneal anormal y/o la evaluación de movimientos generales alterada. Las calidades metodológicas de los estudios se evalúan con la escala PEDro y el nivel de evidencia con la clasificación del centro basado en la Evidencia de Oxford. Resultados: Se analizaron 9 estudios, comprendiendo 687 lactantes menores de 18 meses, quienes reflejan una gran variedad respecto al tipo y frecuencia de intervenciones y las herramientas de evaluación utilizadas. Los componentes terapéuticos asociados a efectos beneficiosos son: la participación de los padres en las intervenciones y la estimulación a la producción del movimiento por parte del bebé durante las actividades de la vida diaria. Discusión: Se evidencia que programas de intervención temprana que incluyen a cuidadores para promover el desarrollo motor y cognitivo, parecen tener más efectos beneficiosos en el largo plazo. Se requiere más investigación sobre este tema, y mejoras metodológicas para resultados más consistentes y así establecer el nivel de eficacia de los programas de intervención temprana.
The goal was to determine the evidence on the effectiveness of early interventions on motor development in children at high risk of developing cerebral palsy. Method: A literature search was conducted in databases and journals relevant to the topic (CINAHL, The Cochrane Library, EMBASE, PEDro and PubMed). Selection criteria considered very preterm infants (<32 weeks gestation) and/or with extremely low birth weight (<1,500 g), infants with neonatal encephalopathy and newborns (preterm or term) that have abnormal MRI and/ or abnormal cranial ultrasound and / or evaluation of altered general movements. Methodological quality of the studies was assessed with the PEDro scale and level of evidence with the classification based center for Evidence of Oxford scale. Results: 9 studies were analyzed, comprising 687 infants under 18 months, which reflect a variety regarding the type and frequency of interventions and evaluation tools used. The therapeutic benefits associated components are: the involvement of parents in interventions and stimulation to production of movement by the baby during activities of daily living. Discussion: It is evident, that early intervention programs which include caregivers to promote motor and cognitive development seem to have more beneficial effects in the long run. More research on this subject, and methodological improvements for more consistent results is required, to establish the level of effectiveness of early intervention programs.
