Education of poor disabled Children in Peru

Play within therapy is a projective intervention technique, which gives the child the possibility of expressing his internal world, including his fears, concerns and resources, through a different language, which is adjusted to his form of communication and interaction with the outside world.

Within this technique we can include and give the child freedom to use the selected materials, the specialist intervenes as the child includes her in the game, looking for resources and alternatives that allow the expression of their needs and conflicts.

This is the case of Diego, he is 5 years old, he is part of the Wasi Esperanza family for 3 years, they gave him a presumed diagnosis of Autism.

From the Inclusive Education area, continuous and strategic work has been carried out through play, which will allow Diego to work in areas such as communication, emotional regulation, the ability to bond, aggressiveness, socialization, among others.

It is important to join the child's game, Diego is struck by the colored tiles, the balls, the echoes that come out through tubes. He likes to have a large space where he can lie down, roll, and play. Today Diego tolerates hugs, has stopped some aggressive behaviors, has regulated some emotions and at times has generated some imitation and attention.

Work is carried out in conjunction with the clinical psychologist, who works with the family on the issue of emotional support and counseling to promote positive changes in the child. This year Diego was included in CEBE attending semi-presentially due to the pandemic.

The essential thing is that he has been working from a multidisciplinary and early intervention approach, which will help to see the progress of the objectives set.

School integration is very important, however, in Peru this integration is done only superficially, and really few children are included in the educational system, since there is indifference and discrimination on the part of the people. For true educational inclusion, one must first consider: the training of teachers among other members of the educational community. Second, parents need to be informed about what to expect from schools and what the overall situation is.

That is why inclusive education does not believe in segregation, nor does it consider that a special place should be built for children with disabilities. If not, he proposes that there is a place called school that is for everyone and there is a social process called education and that process is lived in common.

This is the case with 5-year-old Jhoan who, despite her diagnosis of Infantile Cerebral Palsy, has broken the myths that a child with special abilities cannot be included in a regular educational institution.

Jhoan has been part of the Wasi Esperanza family for 3 years, studying physical therapy, psychology and education. What allowed Jhoan over time to have skills such as balance to be able to sit, improve her posture, basic learning in letters and numbers. To date, he knows how to count to 10, recognizes the vowels, the members of his family, the colors among other knowledge, goals that he has achieved with the support of parents and professionals.

Since 2020, the parents have sought to include him in the local kindergarten, but they had problems as the teacher did not want to accept him because he was a child with a disability, so he was rejected at first. The parents tried their best to get their son accepted into the school. Currently Jhoan studies in the group of 05-year-olds, where he takes virtual classes due to COVID 19. He enjoys his Learning classes at home and homework, the teacher meets with him once a week to see his achievements.

That is why the Education area aims to meet the learning needs of all children with special emphasis on those who are vulnerable to marginalization and social exclusion.