Dialogue Spaces for the Transition to the Social Model of Care for People With Disabilities: A Look From the Participatory Action Research
DOI:
https://doi.org/10.15359/ree.24-1.20Keywords:
Interdisciplinary team, transformation, systematization, family, early stimulation, disabilityAbstract
This article aims to expose the need for an evolution of the rehabilitation model to the social model of care for people with disabilities in special education centers. Through the participatory action research (PAR) approach, the dynamics of a professional team of the multiple disability early stimulation service at a special education center was studied; this center has a special education teacher, a language therapist, and two physical therapists. The research was conducted through the systematization of experiences of six meetings held by the interdisciplinary team, constituted as a learning community. The participants discovered that they had different visions about the same fact. They also found that thinking that they were acting under a social model, they continued to work, in many occasions, under the rehabilitation model, as demonstrated by their position towards students and, especially, to families. It is concluded that dialogue spaces must be opened where interdisciplinary teams can be a source of change in the understanding of educational processes and the complexity of relationships with children and their families; these spaces can be opened from a perspective based on human rights, as it is the social model of care for people with disabilities.
References
Ávila, A. L., Álvarez, M., Aguilar, C., Sibaja, Z., Villalobos, J. y Esquivel, C. (2005). Normas y procedimientos para el manejo de los servicios educativos para estudiantes con discapacidad múltiple. San José, Costa Rica: Centro Nacional de Recursos para la Inclusión Educativa. Recuperado de https://cenarec.files.wordpress.com/2016/02/normativa-discapacidad-multiple.pdf
Cañadas, M. (2012). La familia, principal protagonista de los centros de desarrollo infantil y atención temprana. Edetania estudios y propuestas socioeducativas, 41, 129-141. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=4089699
Gallegos, R. (2001). La educación del corazón; Doce principios para las escuela holistas. Guadalajara, México: Fundación Internacional para la Educación Holista.
Gurdián-Fernández, A. (2007). El paradigma cualitativo en la investigación socioeducativa. San José, Costa Rica: CECC Y AECI.
Jara, O. (1994). Para sistematizar experiencias: Una propuesta teórica y práctica. San José, Costa Rica: Centro de Estudios y Publicaciones Alforja.
Jiménez, D. P. (2010). Concepto social de la discapacidad. Recuperado de https://www.academia.edu/9652813/CONCEPTO_SOCIAL_DE_LA_DISCAPACIDAD
Latorre, A. (2004). La investigación-acción. Conocer y cambiar la práctica educativa (2ª ed.). Barcelona: Editorial Grao.
Maturana, H. (1996). El sentido de lo humano (8ª ed.). Santiago: Dolmen ediciones. Recuperado de https://books.google.co.cr/books?id=9Vajw-oIPGwC&pg=PA52&lpg=PA52&dq=eso+se+da+sin+lucha+y+sin+conflicto,+solamente+con+la+aceptaci%C3%B3n+del+otro&source=bl&ots=gjs6xUm2bl&sig=ACfU3U1_yiZ6N9gLG14SGNLE8pQugUvWfg&hl=es&sa=X&ved=2ahUKEwjms9H94KrjAhWs11kKHXPFD-gQ6AEwB3oECAkQAQ#v=onepage&q=eso%20se%20da%20sin%20lucha%20y%20sin%20conflicto%2C%20solamente%20con%20la%20aceptaci%C3%B3n%20del%20otro&f=false
McKernan, J. (1999). Investigación-acción y curriculum. Madrid, España: Ediciones Morata.
Morin, E. (2004). La vía. Para el futuro de la humanidad. Barcelona: Paidós.
Nicolescu, B. (1996). La transdiciplinariedad: Manifiesto. México: Multiversalidad Mundo Real Edgar Morin.
Organización Mundial de la Salud (OMS). (2011). Informe mundial sobre la discapacidad (Resumen). Ginebra, Suiza: Autor. Recuperado de https://www.who.int/disabilities/world_report/2011/summary_es.pdf?ua=1
Palacios, A. (2008). El modelo social de discapacidad: Orígenes, caracterización y plasmación en la Convención Internacional de los Derechos de las Personas con Discapacidad. Madrid: Ediciones Cinca.
Velarde, V. (2012). Los modelos de la discapacidad: Un recorrido historico. Revista Empresa y Humanismo, 15(1), 115-136. Recuperado de https://dadun.unav.edu/bitstream/10171/29153/1/REYH%2015-1-12Velarde%20Lizama.pdf
Victoria, J.A. (2013). Hacia un modelo de atención a la discapacidad basado en los derechos humanos. Boletín Mexicano de Derecho Comparado, 46 (138), 1093-1109. doi: https://doi.org/10.1016/S0041-8633(13)71162-1
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
