Education of poor disabled Children in Peru

Con el paso de los años, hemos aprendido que trabajar con niños también implica apoyar a sus familias. Sin embargo, no siempre ha sido fácil motivar a los padres a participar en los talleres, ya sea por motivos laborales, falta de tiempo u otras responsabilidades.

Por este motivo, desde el año pasado hemos estado buscando nuevas formas de conectar con las familias, con el objetivo no solo de que asistan, sino también de que se sientan verdaderamente incluidas y encuentren estos espacios significativos y útiles. Así nació la Escuela para Padres : un espacio donde las familias pueden reunirse, conversar y compartir experiencias con otras que atraviesan situaciones similares.

Este año ya hemos realizado dos sesiones. En la primera, hablamos sobre cómo los padres pueden apoyar a sus hijos con dificultades de aprendizaje en la escuela, con la guía de un especialista. En la segunda, nos centramos en un tema igualmente importante: el bienestar emocional de los padres y cuidadores. Nuestro psicólogo compartió herramientas prácticas para ayudar a gestionar el estrés y las emociones cotidianas.

Poco a poco, vemos cómo estos espacios no solo brindan información, sino que también fortalecen los lazos familiares. Esperamos seguir mejorando y animar a más padres a participar y construir juntos una red de apoyo más sólida.

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Each day, when the doors of the Inclusive Education Program open, a new story begins with a shared purpose: to provide every child with a safe, respectful, and nurturing space where they can learn and develop according to their individual abilities. Children are welcomed with warmth and patience, recognizing that each one has their own learning pace and needs an environment of understanding, active listening, and constant support.

Interventions are designed to be interactive and meaningful, promoting positive and safe learning experiences. Through play, songs, and movement, children are encouraged to participate actively. The use of visual supports and pictograms helps children understand daily routines, anticipate activities, and develop more functional communication skills, strengthening their autonomy.

The learning environment and materials are thoughtfully selected with both educational and therapeutic intentions, and are adapted to each child’s specific needs and abilities. Every resource supports individualized goals, respects personal learning timelines, and values each achievement—no matter how small—as a significant step forward in the child’s development.

The emotional bond built during the sessions is a fundamental pillar of the program. Progress is often expressed through a smile, a look of trust, or a calming gesture—clear signs of emotional well-being and of the positive impact this process has on the children’s overall development.

The program is supported by a systematic process of assessment and follow-up. During 2025, 18 children received services, all of whom underwent psychological assessments and psycho-educational evaluations. These assessments informed the development of individualized inclusive education plans. In addition, ongoing coordination was carried out with educational institutions through school visits, classroom observations, teacher interviews, and guidance on reasonable accommodations and inclusion awareness, strengthening collaboration between families, schools, and the Inclusive Education team.

Complementing this work, customized educational materials were developed according to each child’s diagnosis and needs, and workshops were conducted for families and early childhood education centers to promote inclusive practices and shared responsibility for inclusion.

This program is made possible through the professional commitment and vocation of our team, the collaborative work with families and educational institutions, and the invaluable support of those who believe in inclusion and in every child’s right to receive dignified, respectful, and high-quality care.

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