Personalized support for people with intellectual disabilities: functions and training of socio-educational professionals for social inclusion
Abstract
The transformation of the institutional model of care for people with intellectual disabilities to the community-based and inclusive model generates new professional roles and poses challenges related to their training. The objectives of the research were: to deepen the role of professionals who offer support to people with intellectual disabilities from the perspective of personalization and the rights model; and establish the training priorities that enhance the development of this role. Qualitative research was developed based on interviews that were applied to 12 professionals selected for developing good support practices. The analysis was carried out through thematic content analysis. According to the participants, promoting social inclusion and connections of people with disabilities requires completely personalized support formulas and correctly managing the partnership with community agents, where the socio-educational work scenario is established. Regarding training, the participants defended the need to base the training on the person-centered model, and on basic values of the educational relationship based on respect, trust and confidentiality. The importance of having the testimony and experience of people with disabilities in the training processes was also indicated. From the study carried out, there is a need to involve in the transformation of the support to the organization as a whole, promoting training activities that incorporate the rights model to the perspective of disability, and to transfer the scenario of support to the community. Concerning the training, professional competencies to evaluate community spaces and establish social connections that contribute to enrich the social relationships of people with disabilities should be strengthened.
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