A Colaborative Model between Educational Psychologist and Teacher, to Support Students with Mild Disabilities, in Districts of Poverty

Abstract

This article presents a model of collaborative work between educational psychologist and teachers in order to help children with problems in districts of extreme poverty. The psychologist develops his activities in an educational sphere and not in a clinical environment. He engages the principals of elementary schools and their team of teachers in the support of students with "mild disabilities". This strategy involves a working methodology valid for different activities of the educational system and specific tools to support students with learning and socio-emotional problems.

The article contains some background data that arc the basis of the proposed strategy and explains the nature of the intervention model. It also presents the results of its application between 1995 and 1997, in a specific reality: the 23 rural schools of the Cañete distriet, in the VIII Region of Chile.