The fragmentation of interventions as an obstacle to the prevention and recovery of handicap

Abstract

Social commitment to disability does not correspond to actual knowledge of disability, and as a result, interventions addressing social needs are separated from those addressing health needs, rehabilitation is separated from prevention, functional re-education is separated from comprehensive education, and children in school are considered a problem unto themselves. The perpetuation of inadequate interventions has its roots in people's fear of identifying with disability, in its denial as a problem, in the stereotypes with which it is addressed, in architectural barriers, and in legislative shortcomings. Appropriate intervention must aim at the integration of the disabled person into school, family, and work with mutual accommodation in the Piagetian sense, with assimilation of the new-different and adaptation of patterns in a continuous feedback relationship. To this end, the following are necessary: early diagnosis, multidisciplinary technical intervention, planning and evaluation of interventions, and constant updating of operators