Acceptance and inclusion: from clinical to school follow up of a patient with Down syndrome

Abstract

This article discusses transformations in clinical and school follow up in a multidisciplinary approach in the developmental process of a child with Down syndrome. It is a case study of a patient from 11 months of age, registered for two years, regarding speech and language therapy in a private clinic. The theoretical framework for analysis involved both Winnicott´s theory of the constitution of a person as well as language concepts proposed by Bakhtin. The interaction of both approaches allowed for an interesting analysis and discussion of the data. The patient developed effective writing communication capabilities when integrated in an age appropriate group. Writing became an important skill in his daily life, allowing for more room for the patient’s particular needs and for a more effective process in the construction of knowledge. The dialogue established among professionals, family and child favored the creation of diversified situations of communication critical in a process of inclusion.