This second session allowed to continue sharing knowledge, experiences and designing strategies together to work in this crucial stage in terms of learning and development of social and communication skills.
Professionals from the area of education and health of the Integra Foundation and the National Board of Kindergartens (JUNJI), in addition to students of Pedagogy in Nursery Education of the U. Pedro de Valdivia, participated in the training prepared by the Program of Support for Disability at the University of La Serena (PAED ULS) and the Inclusive Higher Education Network (REDESIC) on working with preschool children with disabilities.
At the Teaching Support Center (CADH) of the Isabel Bongard Campus of the ULS, the second working session of the participants was held, which began with the words of the President of REDESIC, Joel Guzmán, who welcomed the attendees and valued the effort to tend towards a more inclusive education.
The activity was guided by the academic of the Department of Education of the host house of studies, Georgina García, who pointed out that the University "has opened to support and transform us to better receive students with disabilities, however, students, and like the others, they bring gaps in the academic aspects and development of social and communication skills ". The academic explains that this takes place at an early age, therefore, in accordance with all the international level proposals, they decided to work with other actors of the educational system and this is how this experience was created with teachers of pre-basic education.
"We are working with professors, sharing knowledge and experience and designing strategies together," says García. The teacher clarifies that it is not about after zero to six years "we do not learn, what we develop afterwards are very powerful learning strategies, but as we are never going to have this great neurological potential that there is of neuronal plasticity. Therefore, when supports and contexts are delivered to the earliest childhood, the change will be as resounding as has been observed in research in which children at risk of having attention deficit are taught strategies of cognitive self-regulation and subsequently , in the school stage, or do not present the picture or present it very low; that is to say, all the investigations indicate that the earlier the identification of the characteristics is made and the contexts are adapted to the subjects, they will present a better development from the evolutionary point of view if they have the necessary supports ".
That is why the importance of this alliance with nursery teachers, students of this career and health professionals who work with young children, to help detect and intervene early in a physical, auditory, visual or cognitive disability. This way "transformations of the school and family context can be achieved, because in this way a much more developed mind is built from the point of view of superior cognitive abilities and their functional and adaptive abilities are much more developed to the social contexts that they have to live "
Georgina García explained the main disadvantages faced by children with disabilities (in their different types and degrees), recognizable behaviors and gave some suggestions to help them, including attending their early education; perform motor activities; encourage their social skills and habits in daily life; crumble the information; use repetitions and creativity; deliver positive reinforcements; give brief orders; and help them for abstraction, generalization and autonomy.
He also referred to the work of the Disability Support Program at the University of La Serena, whichIt is financed with resources from the institution and is intended to provide comprehensive support - academic, social and health - to the university student with sensory and / or motor disability. Along with this, to guide their academics and family members so that they can support these students to respond satisfactorily to the academic, social and emotional demands that every professional training process implies. This is how students are taught different techniques to study better, a tutor is hired to help them with specific technical knowledge and access to the Resource Room equipped especially for them. He also added that work is being done on a manual to help students with disabilities and how to adapt the teaching materials (Word, Power Point, etc.) to them.
Also, the session included a workshop in which groups that presented a case of real children with disabilities and the strategies used to provide support in the preschool stage, which was enriched with the experiences and suggestions of the members of the other groups. .
Edith Morales, who highlighted the fact that "we have had many experiences because it is a garden that attends. to 20 children, therefore, there is a diversity of special educational needs. Each year new children are integrated and all different, because we work on individuality rather than disability. For us this is super important, because any contribution, knowledge we have, will help us in our work to replicate it to educators who already work in a room with a child with a special educational need. "
Morales emphasizes that "we, through our contribution, we see what is produced in them, which is generally long-term, but more important than that is that we can produce the child is happy. That is what we intend, that is an integrated child, able to interact with another and that we draw a smile on them because they are generally very overprotected, do not have many chances to play, interact with their peers, feel free. The way we help them is so that they feel better and not different. "
PAED ULS and REDESIC
Meanwhile, the Inclusive Higher Education Network in the Coquimbo Region was formed for the purposes of 2011 and has among its members the UCN, UPV, U. Central, Marist School of Our Lady of Andacollo and U. de La Serena.