Estudio sobre el aprendizaje de la construcción de relaciones de colaboración entre profesionales y familias de niños con discapacidad a partir de una intervención basada en rutinas

Abstract

This qualitative work is defined as educational research by focusing on the learning process of building collaborative relationships between professionals and families of children with disabilities. Routine Based Intervention based on the Family Centered Practices paradigm has been used as a strategy. Collaborative relationships between family and professional are one of the axes of this proposal, which is why both the form of the relationships and the content of the same influence the families' ability to assume new roles. We intervened with three families of children, instruments such as: Ecomapa, Quality of Life Scale and MEIRS Scale are applied, the family is assessed, the functional evaluation is carried out, the functional and professional and family objectives are determined, They design strategies and procedures for 16 weeks, guided by a trans-disciplinary team. At the end a balance of the initial and final moment is made with a new application of the scales and the progress of the child and the family are determined.