Therapeutic approaches in intervention centers for deaf children in the metropolitan region of Chile
Enfoques terapéuticos en centros de intervención para niños sordos en la región metropolitana de Chile
Mario Bustos Rubilar; Eduardo Fuentes-López; Pamela Castro Abarca
Abstract
Purpose: to characterize the therapeutic intervention centers for children with hearing impairment in the metropolitan region of Chile.
Methods: an observational, descriptive, cross-sectional study, in which a survey was carried out on intervention centers for children with hearing impairment in the metropolitan region of Chile. Variables related to therapeutic approach, characteristics of users and their incorporation into the educational system, interdisciplinary work and type of financing were measured. A cluster analysis was performed to evaluate similarities between centers.
Results: twenty-eight centers were identified, 27 of which answered the survey. 64.29% used the oral approach, 28.57% mixed and 7.4% gestural. 75% of the institutions have a multidisciplinary team. All centers were inserted in some type of educational establishment, with 51.85% in regular education. Within the institutions where the program is financed exclusively with state funds, 50% utilize the oral approach, while in those of public-private financing, only 28.57% utilize this approach. The set of intervention centers presented heterogeneity, observing greater similarity between hospitals and schools.
Conclusion: the variability of the centers represents a problem in defining a country policy regarding the intervention of these users.
Keywords
Resumen
Objetivo: caracterizar los centros de intervención terapéutica para niños con discapacidad auditiva de la región metropolitana de Chile.
Métodos: estudio observacional, descriptivo, de corte transversal. Se realizó una encuesta a centros de intervención para niños con discapacidad auditiva en la región metropolitana de Chile. Se midieron variables relacionadas con enfoque terapéutico, características de los usuarios y su incorporación al sistema educativo, trabajo interdisciplinario y tipo de financiamiento. Se realizó un análisis de conglomerado para evaluar similitudes entre centros.
Resultados: se identificaron 28 centros, de los cuales 27 respondieron la encuesta. El 64,29% utilizó enfoque oral, 28,57% mixto y 7,4% gestual. El 75% de las instituciones tiene un equipo multidisciplinario. Todos los centros estuvieron insertos en algún tipo de establecimiento educacional, estando un 51,85% en educación regular. Dentro de las instituciones donde el programa se financia exclusivamente con fondos estatales, el 50% utiliza enfoque oral, mientras que en los de financiamiento público-privado, sólo un 28,57% utiliza este enfoque. El conjunto de centros de intervención presentó heterogeneidad, observándose mayor similitud entre hospitales y colegios.
Conclusión: la variabilidad de los centros representa un problema en la definición de una política país en cuanto a la intervención de estos usuarios.
Palabras clave
Referências
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Submetido em:
28/08/2017
Aceito em:
17/04/2018
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