Intervenção precoce: práticas e representações

Abstract

Com o objetivo de se conhecer as práticas dos profissionais de Intervenção Precoce (I.P.) e analisar em que medida essas práticas coincidem com as representações das famílias, realizou-se o presente estudo que contou com a participação de uma profissional de I.P. e a mãe de uma criança que beneficia dos serviços prestados por essa mesma profissional. Trata-se de um estudo qualitativo de cariz compreensivo e interpretativo. Foi utilizado como instrumento de colheita de dados a entrevista semiestruturada. Os principais resultados mostram que as práticas dos profissionais de intervenção precoce não se distanciam das representações das famílias sobre essas mesmas práticas, podendo dizer-se, a partir do discurso das práticas e representações, que estamos perante uma profissional de I.P. experiente, com formação adequada, que adota na sua prática o saber-saber, saber-fazer e saber-ser, que centra a sua ação na família. Os resultados são congruentes com uma prática profissional próxima do estipulado pelos normativos portugueses para a Intervenção Precoce. A comunicação entre o profissional e a família é preferencialmente informal e nos discursos do sujeitos não é notória a existência de momentos específicos para tarefas de monitorização e avaliação conjunta do Plano Individual de Intervenção Precoce.

Profile of speech therapists trained in orofacial myology in Brazil

“…The results of the research showed the prevalence of consultations in adults (population between 20 and 59 years old), as the study that refers that, with the passage of age and worsening of diseases, the demand for speech therapy services grows (16) , it is important that Speech Therapy takes a close look at these age groups. On the other hand, the work with the child population was evident in the participants of the present study, which may be important to avoid further changes and worsening of orofacial myofunctional disorders (OMD) at later ages (17) .…”

Perspectivas e práticas de apoio educativo aos alunos com transtornos da linguagem em Portugal

“…Thus, students´ characteristics need to be known, identifying their needs, and using precise strategies and resources to lead them to educational success. This success does not have to be the same for everyone (6,7) .…”

“…This different concept has limited the prevention and early identification of children who do not have immediate access to the services they need (1) . Given the high prevalence of children with LD in the educational context, it is pertinent to identify those with difficulties and at risk of evidencing language problems in their academic career, in the context of language performance as early as possible (7,24) . Dysnomy is one of LD that since the early 1970s has become of interest to researchers in the field of adult aphasia, learning disorders, speech and language disorders.…”

“…The way how the professionals (language interventionists, speech therapists, teachers, educators, etc.) implement activities in teaching-learning environments to recognize, support and develop all of the child's abilities is fundamental, in which adequate collaborative practices enable the acquisitions for the child (3,7) . Developing practical guidelines for collaboratively organizing the intervention to meet the needs of all children in regular classes should be a requirement of the procedures to ensure that they receive adequate services at school (6,7) .…”

“…Recent guidelines intend that language specialists participate in the planning, coordination, and monitoring decisions of the child's language development, besides providing direct support and teaching as a team. These professionals share the responsibility of teaching for the whole class, together with the regular school teacher (3,7) . In addition to sharing teaching responsibilities, this multidisciplinary team also shares problem-solving and decision making for all children (with and without LD).…”