Intersectorality and educational inclusion of children with Developmental Disorders (DD)

Abstract

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.