Reflexiones y estrategias de acompañamiento familiar en Atención Temprana

  1. Francisco Alberto García-Sánchez 1
  2. Claudia Tatiana Escorcia Mora 2
  3. Iván Franco Castellano 3
  1. 1 Departamento de Métodos de Investigación y Diagnóstico en Educación, Facultad de Educación, Universidad de Murcia, Murcia, España
  2. 2 Departamento de Educación Inclusiva, Desarrollo Sociocomunitario y Ciencias de la Ocupación, Campus Capacitas, Universidad Católica de Valencia, Valencia, España
  3. 3 Centro de Atención Temprana de L’Alquería, Universidad Católica de Valencia, Valencia, España
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Revue:
Revista de logopedia, foniatría y audiología

ISSN: 0214-4603

Année de publication: 2020

Volumen: 40

Número: 3

Pages: 118-127

Type: Article

DOI: 10.1016/J.RLFA.2020.02.004 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Revista de logopedia, foniatría y audiología

Résumé

The speech therapist, as a professional expert in communication and language, is a key and indispensable member of Early Intervention teams. Recommended practice in countries with a long tradition in early childhood intervention services, highlights the importance of the speech therapist in the accompaniment and capacity-building of the family, in addition to their support to other team members. The professionals involved in Early Intervention, face the challenge of establishing collaborative relationships with parents and caregivers, situations for which they are often not prepared. This paper describes the strategies required for the speech therapist to provide effective support during this accompaniment. It describes in a general way key actions in training the main caregiver, and presents the andragogical principles we must use to achieve greater performance efficiency. In the last section we present some practical assumptions, in order to visualise the routine situations faced by the professional in their collaborative consultations with the family, and consider possible solutions and actions to be undertaken.

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