Beruflich Dokumente
Kultur Dokumente
INTEGRANTES:
MICHELL SANDRY RAMIREZ CRISTANCHO
MAYERLY KARINA ROMERO RODRIGUEZ
LISETH VIVIANA GONZALES SIERRA
GINNA PAOLA ACEVEDO ARIAS
INTEGRANTES:
MICHELL SANDRY RAMIREZ CRISTANCHO
MAYERLY KARINA ROMERO RODRIGUEZ
LISETH VIVIANA GONZALES SIERRA
GINNA PAOLA ACEVEDO ARIAS
Subprogramas de Atención
Existen cuatro niveles de intervención: promoción, prevención, nivelación y
recuperación del desempeño ocupacional escolar, a cada uno de los cuales
corresponde un proceso diferencia de intervención. Están dirigidos a toda la
población institucionalizada, dentro de la concepción de educación en la diversidad,
aunque la experiencia personal, refleja evidencias con la población de Necesidades
Educativas Especiales (NEE) y niveles de preescolar y educación básica primaria.
Tipos de atención
Otro componente de la estructura son los tipos de atención: directa e indirecta a
partir de la cuales se propicia la interacción en el contexto escolar – familiar – social,
a través de acciones concretas con los diversos profesionales, la familia, y los
estamentos institucionales y comunitarios.
Nivel de Cobertura
El tercer componente de la estructura se refiere a los niveles de la cobertura, en los
cuales el modelo pretende dar una respuesta objetiva a las necesidades reales del
país. Para tal fin se diseñaron elementos tecnológicos de apoyo que permiten una
atención efectiva en grupo. Se han predeterminado el número de participantes en
cada subprograma, de acuerdo a las necesidades diferenciales de éstos y a espacio
destinado para intervención.
SUBPROGRAMAS DE INTERVENCIÓN
SUBPROGRAMA DE PROMOCIÓN:
Este subprograma está diseñado para toda la población institucionalizada con el
propósito de contribuir al reconocimiento de los niveles de desempeño del grupo o
nivel del escolar a partir de él estructurar acciones con las que se inicie el proceso
de orientación ocupacional del escolar, velando por un ascenso equilibrado en el
desempeño ocupacional del niño y del adolescente.
SUBPROGRAMA DE PREVENCIÓN
Este subprograma se considera indicado para poblaciones escolarizadas a riesgo
de perder el desempeño ocupacional funcional, debido a circunstancias personales,
institucionales- ambientales o sociales.
SUBPROGRAMA DE REMEDIACIÓN
Responde a las demandas de participación del Terapeuta ocupacional de mayor
reconocimiento social en el sector educativo, por estar relacionadas con la
prestación de servicios a la población que presenta necesidades educativas
especiales. Es decir, está dirigido a la población discapacitada integrada a la
escolaridad regular, o cuando el niño o el adolescente han tenido un fracaso escolar,
o cuando la población se encuentra ubicada en instituciones de educación especial .
Attention Subprograms
There are four levels of intervention: promotion, prevention, leveling and recovery of
school occupational performance, each of which corresponds to a difference in
intervention process. They are aimed at the entire institutionalized population, within
the concept of education in diversity, although personal experience reflects evidence
with the population of Special Educational Needs (SEN) and levels of preschool and
primary basic education.
Types of care
Another component of the structure are the types of attention: direct and indirect,
from which interaction is encouraged in the school - family - social context, through
concrete actions with the various professionals, the family, and the institutional and
institutional levels. Community
Level of Coverage
The third component of the structure refers to the levels of coverage, in which the
model aims to provide an objective response to the real needs of the country. To this
end, technological support elements were designed that allow effective group
attention. The number of participants in each subprogram has been predetermined,
UNIVERSIDAD DE SANTANDER CAMPUS CUCUTA
PROGRAMA DE TERAPIA OCUPACIONAL
PRACTICA DE DESEMPEÑO NIVEL II-EDUCACION REGULAR
BILINGUISMO
according to the differential needs of these and to the space allocated for
intervention.
SUBPROGRAMS OF INTERVENTION
PROMOTION SUBPROGRAM:
This subprogram is designed for the entire institutionalized population with the
purpose of contributing to the recognition of the levels of performance of the group
or level of the school from which to structure actions with which the process of
occupational orientation of the scholar begins, ensuring a promotion. balanced in the
occupational performance of the child and adolescent.
PREVENTION SUBPROGRAM
This subprogram is considered suitable for school populations at risk of losing
functional occupational performance, due to personal, institutional-environmental or
social circumstances.
UNIVERSIDAD DE SANTANDER CAMPUS CUCUTA
PROGRAMA DE TERAPIA OCUPACIONAL
PRACTICA DE DESEMPEÑO NIVEL II-EDUCACION REGULAR
BILINGUISMO
SUB-PROGRAM OF REMEDIATION
Responds to the demands of participation of the Occupational Therapist of greater
social recognition in the education sector, because they are related to the provision
of services to the population that presents special educational needs. That is, it is
aimed at the disabled population integrated into regular schooling, or when the child
or adolescent has had a school failure, or when the population is located in special
education institutions.
UNIVERSIDAD DE SANTANDER CAMPUS CUCUTA
PROGRAMA DE TERAPIA OCUPACIONAL
PRACTICA DE DESEMPEÑO NIVEL II-EDUCACION REGULAR
BILINGUISMO
ACTIVIDAD TWISTER
The activity is that Occupational Therapists in training should take off their shoes
and settle into the ends of the twister mat, one of the occupational therapists in
training will be the referee who will handle the roulette, the referee should move the
roulette and call out loud the extremity that must move and on the color that must
place it. For example: Right hand in blue, all school children should follow the
instruction and move the limb to the indicated point. Once this is done, Occupational
Therapists in training should say one by one, a word of the theme "School
Performance Model" in English. You should never move to a point that is already
occupied. If two players move to the same point the referee decides who owns him.
The other should look for another available point. Once a limb is placed in a point, it
should not move from it. The game continues until one of the players touches the
floor or falls, the remaining player wins