Specialized Support and Integration Strategies for People with Disabilities

The Role of the Support Teacher in Integration

Where Do Support Teachers Provide Assistance?

Support for students is typically provided in the following settings:

• In the special education classroom.
• Outside the regular classroom setting.
• Grouping students in small groups or individually, based on specific needs.

Essential Knowledge for Future Support Teachers

Three general areas of knowledge valued in the initial training of future support teachers include:

• Being knowledgeable about the design and development of curricular adaptations.
• Ability to select and design appropriate support materials.
• Search strategies for effective collaboration with the student's parents, among others.

Specific Training Techniques for Support Teachers

Key specific techniques and focus areas for training support teachers are:

• Literacy skills development.
• Maturing factors and developmental milestones.
• Programs focused on personal and social autonomy.

CRE-ART: Cultural Center for People with Diverse Abilities

Mission and Purpose of the Cre-Art Institution

The mission, essence, and purpose of the Cre-Art Institute is to achieve the social integration of persons with disabilities through cultural and artistic engagement.

Goals of the Cre-Art Institution

The Cre-Art Institution aims to achieve several key goals, including:

• Promoting non-formal educational spaces through art and culture to strengthen the intellectual development of people.
• Fostering the development of critical thinking and autonomy.
• Encouraging diverse channels of expression to improve communication.
• Building self-esteem and developing personal autonomy.
• Promoting interdisciplinary and transdisciplinary therapeutic spaces.
• Advancing comprehensive functional adaptations aligned with present conditions or diseases.
• Creating opportunities for specialized training and research.

Workshop Activity Groupings

The activities offered in the workshops can be grouped into four main categories:

1. Cultural activities.
2. Literacy and basic mathematics instruction.
3. Activities focused on reflection.
4. Aesthetic-expressive activities.

Communication Challenges for Adults with Cerebral Palsy

Understanding Communication from the Perspective of Adults with Cerebral Palsy

The primary challenge is the difficulty the person with cerebral palsy experiences in being understood across all aspects of their behavior, especially communicative interactions.

Focus of Day Services for Adults with Cerebral Palsy

The aim of Day Services is to enhance the participation of adults within the social system, specifically by encouraging and facilitating their communication with other people.

Assessment Steps for Individual Needs

The assessment process addresses the individual needs of each adult with cerebral palsy through five crucial steps:

1. Functional Diagnostics.
2. Inventory of communicative situations that occur in group settings.
3. Communication resources inventory (identifying existing tools and methods).
4. Location of the subject within their developmental context.
5. Proposal for improvement and intervention strategies.