FAMILIES AND DISABILITY IN ADULTHOOD: ANALYSIS AND EVALUATION OF AN INTEGRATED PARENT TRAINING PROJECT

Abstract

This action-research work stems from the need of a substantial group of parents, consisting of 109 statistical units, who requested an educational intake to improve their relationship with their children and consequently, act more effective and efficient educational interventions.  In order to accompany the families involved in the planning, a pragmatic neuro-educational intervention capable of enhancing the complexity of the family system in relation to the equally complex issue of their son/daughter's sexual needs was chosen. Thus, it was not a matter of teaching "what to do," but of educating "how to do it" and "why to do it" beyond the "intention and consistency" (Orsenigo, 2018) present, in a given family, at a given time.

This approach opened up the need for co-design between educational agencies (family and day care centers) in which asymmetry in the educational relationship (Tramma, 2018) was dialectically connected to symmetry in the development of educational goals and their verification.