Education of poor disabled Children in Peru

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.