El apoyo personalizado a personas con discapacidad intelectual: funciones y formación de los profesionales socioeducativos para la inclusión social

Autores/as

DOI:

https://doi.org/10.7179/PSRI_2020.35.10

Palabras clave:

funciones profesionales, personalización, personas con discapacidad intelectual, formación de profesionales de la acción socioeducativa

Resumen

La transformación del modelo institucional de atención a personas con disca­pacidad intelectual al modelo basado en la comunidad e inclusivo genera nuevos roles pro­fesionales y plantea retos relacionados con su formación. Los objetivos de la investigación eran dos: profundizar en el rol de los profesionales que ofrecen apoyo a personas con dis­capacidad intelectual desde la perspectiva de la personalización y el modelo de derechos; y establecer las prioridades formativas que potencien el desarrollo de este rol. Se desarrolló una investigación cualitativa basada en entrevistas que se aplicaron a 12 profesionales selec­cionados por desarrollar buenas prácticas de apoyo. El análisis se realizó mediante análisis de contenido temático. Según los participantes, potenciar la inclusión social y las conexiones de las personas con discapacidad requiere fórmulas de apoyo completamente personalizadas y gestionar correctamente el partenariado con agentes de la comunidad, donde se establece el escenario de trabajo socioeducativo. En cuanto a la formación, los participantes defienden la necesidad de fundamentar la formación en el modelo centrado en la persona, y en valores básicos de la relación educativa basados en con el respeto, la confianza y la confidencialidad. También se indica la importancia de contar con el testimonio y experiencia de personas con discapacidad en los procesos formativos. Del estudio realizado se deriva la necesidad de implicar en la transformación de los apoyos al conjunto de la organización, potenciando para ello acciones formativas que incorporen el modelo de derechos a la perspectiva de la disca­pacidad, y a trasladar el escenario de apoyo a la comunidad. Desde la formación se deben potenciar las competencias profesionales necesarias para evaluar los espacios comunitarios y establecer conexiones sociales que contribuyan a enriquecer las relaciones sociales de las personas con discapacidad.

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Biografía del autor/a

Maria Pallisera Díaz, Universidad de Girona

Profesora titular del Departamento de Pedagogía de la Universidad de Girona. Imparte docencia en los grados de Educación Social y Trabajo Social y en el Master en Atención a la Diversidad en una Educación Inclusiva. Coordinadora del Grupo de Investigación en Diversidad, ámbito temático de investigación centrado en discapacidad e inclusión social, vida independiente y transición a la vida adulta, e investigación inclusiva.

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Publicado

2020-01-20