Multilayer intervention model: a proposal institutional neuropsychopedagogical action
In view of the need to ensure that students have access to quality education, this research is carried out on the contributions of the multilayer intervention model, under the institutional neuropsychopedagogical performance, in order to create opportunities for evaluation and intervention strategie...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal Fluminense (UFF) |
| Repositorio: | Revista Mundo Livre |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/55399 |
| Acceso en línea: | https://periodicos.uff.br/mundolivre/article/view/55399 |
| Access Level: | acceso abierto |
| Palabra clave: | Dificuldades de Aprendizagem Neuropsicopedagogia Institucional Intervenção Psicologia Neurociências Learning Disability Institutional Neuropsychopedagogy Intervention Psychology Neuroscience |
| Sumario: | In view of the need to ensure that students have access to quality education, this research is carried out on the contributions of the multilayer intervention model, under the institutional neuropsychopedagogical performance, in order to create opportunities for evaluation and intervention strategies and to favor the adoption of evidence-based educational practices. A bibliographic review research analyzes the models of educational interventions in the different levels of groups and students consequently promoting inclusion. It’s reports the demand for guidance from a professional, who understands the relationship between the functioning of the nervous system and human learning, focusing on the personal, social and school reintegration of those involved: the Neuropsychopedagogue. The study proposes a dialogue between the intervention response model and the neuropsychopedagogical intervention, taking into account their appropriate adjustments and/or adaptations, considering the field of study and performance of the neuropsychopedagogue. It’s concludes that investing in evidence-based programs, through neuropsychopedagogy, helps both the teacher and the student with learning difficulties and is essential in building a school environment compatible with inclusive, neurodevelopment, that understands the educational potential of each individual. |
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