Situación educativa de la población con discapacidad múltiple. Estudio de caso: discapacidad física, auditiva e intelectual.

Abstract

Disability, being a term and a changing condition, has different perceptions in society, which is why criteria and forms of attention are generalized at an educational, social, and personal level. Regarding multiple disabilities, it is complex to find data and specific educational experiences, therefore, the interest of this case study has been to use the framework of the social model of disability to investigate and systematize the socio-educational reality of a 10-year-old child with multiple disabilities, cerebral palsy, physical, hearing and intellectual disability. The study has considered knowing the child’s family profile, his socio-educational processes within a specialized school, the type of evaluation applied and the identification of the supports and reasonable adjustments that the specialized educational institution carries out to favor the student’s learning processes of this case study. The case study has made it possible to show that educational needs are met in an elementary way through schooling focused above all on sensory stimuli. The educational proposal is not person-centered because it is not based on the results of a functional assessment. In addition, relationships with the family with which links could be established and the continuity of support at home are wasted. Reality has made it visible that while the family works for autonomy with communication support mechanisms, reasonable supports and adjustments in various areas are ignored from school. If these supports and adjustments were applied, they would allow a better educational proposal for the child with multiple disabilities, better achievements in the integral development and the elimination of attitudinal and knowledge barriers regarding the condition of students with multiple disabilities to improve the reality of the inclusive education.