Modelo de Inclusión Fe y Alegría – Nuestro corazón con la diversidad (The Faith and Joy Inclusion Model – Our heart with diversity)
When we work to create more inclusive communities, we contribute to the early detection of disabilities and learning problems and we ensure that all children receive timely and adequate care. Discrimination and social barriers often hinder the comprehensive development of disabled children under the conditions that they need. The Fe y Alegría program is an innovative solution that transforms the educational system in order to provide quality education to all children, both with and without disabilities. Through sensitivity activities (some of which include the use of technologies) in high-risk neighborhoods and sectors, and through household and health center visits, parents are motivated to bring their children to facilities where they can receive appropriate care. The model also highlights the importance of investing from an early age not only to promote development of all children but also to ensure an inclusive environment free of discrimination.
Problematic
Children with disabilities often do not receive early and adequate care because their needs are not detected from an early age. The lack of information between parents and caregivers, as well as rejection and discrimination, impede early detection, which is crucial to ensure the long-term development of children. This reality is more pronounced for children in poverty and vulnerable situations because, even in cases in which the children attend care centers, they face discrimination and learning environments that are not inclusive.
Solution
Fe y Alegría uses a transitional education model of inclusion based on principles of early detection, access to stimulation, continuity, and learning. The first component is early detection is to ensure that children with disabilities receive care and stimulation from an early age. From there, children up to 3 years old are enrolled in Early Special Education I classes in order to promote fine and gross motor skills and language skills. Between 4 and 5 years old, the children receive care in Early Special Education II classes, divided into classes that specialize in sensory motor disabilities and classes that specialize in working with children with intellectual disabilities. Upon completion, it is determined how the children’s learning process should proceed – that is, whether they should transition to Specialized Classes, where they receive care for appropriate social inclusion, or Inclusive Classes in Basic General Education. All children up to 5 years old receive language therapy using techniques for the development of their communication skills (oral, sign, etc.) that are adapted to their needs. The program also offers specialized training for parents regarding their children’s disabilities and how to support them in their educational learning, as well as a training component for teachers. The use of technologies such as sensitivity tools, in addition to learning tools, is also an innovative component to involve the entire educational community and promote opportunities for inclusive development.
Evaluation and Impact
No information available.