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

Abstract

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.