Política y práctica: servicios de fonoaudiología y terapia ocupacional para la primera infancia colombiana

Abstract

La fonoaudiología y la terapia ocupacional son profesiones que, dentro de la extensión de sus campos de acción, deben velar por el adecuado desarrollo de los niños en el contexto cotidiano, promoviendo así habilidades y capacidades vitales para el crecimiento integral. En ese sentido, el objetivo del presente texto es reflexionar acerca del rol profesional y los respectivos servicios que pueden ofrecer estas disciplinas en el marco de la estrategia “De Cero a Siempre” y la promulgación de la Ley 1804 de 2016 para la primera infancia. Esta reflexión se nutre de las políticas, lineamientos y programas nacionales e internacionales del período 2005-2016 y plantea un análisis crítico sobre las acciones, las funciones y el rol de estas profesiones, con énfasis particular en la atención primaria en salud.

Oportunidades y desafíos de la fonoaudiología para avanzar hacia una educación inclusiva en Colombia

“…Thus, the actions carried out by this professional are framed within a biopsychosocial perspective of the human being and, through these, they ensure the communicative well-being of children, young people and adults, promoting their comprehensive development and social inclusion. 15,16 In recent years, the field of speech-language therapy has adopted a holistic approach to the treatment of communication disorders in accordance with the recognition of the complexity of the biological, psychological and social elements that make human communication possible. [15][16][17][18] With this in mind, communicative health and its variations; language, speech, hearing and swallowing impairments; communicative limitations; and disability in general are considered to be determined by the relationship between individual factors (body structures and functions) and contextual factors (environmental and personal).…”

“…15,16 In recent years, the field of speech-language therapy has adopted a holistic approach to the treatment of communication disorders in accordance with the recognition of the complexity of the biological, psychological and social elements that make human communication possible. [15][16][17][18] With this in mind, communicative health and its variations; language, speech, hearing and swallowing impairments; communicative limitations; and disability in general are considered to be determined by the relationship between individual factors (body structures and functions) and contextual factors (environmental and personal). 14,17 Speech-language therapy in Colombia emerged in 1966 with the creation of academic programs in this specialty at the Universidad Nacional de Colombia and the Escuela Colombiana de Rehabilitación, 18 but it was not regulated until 1997 with the enactment of Law 376.…”

“…Speech-language therapy actions, both group and individual, have proven to be effective in the early detection and treatment of language disorders and in the promotion of communication skills in the school context. 14,16,31,32 Likewise, in the educational setting, there is evidence of improvement in oral and written language through speech-language therapy interventions in aspects such as phonological awareness, expressive language, storytelling, pragmatic skills, decoding of written messages, comprehension and production of texts, among others. [32][33][34][35][36] In this context, the American Speech-Language-Hearing Association 37 states that collaborative intervention between the speech language pathologist and the teacher in the classroom promotes the development of communication skills critical for emotional and social functioning and school success.…”

“…This includes students who are not contemplated in Decree 1421 of 2017 6 or in Law 2216 of 2022, 7 such as people with exceptional abilities and talents. 16,51 In the educational models of other countries, such as the United States, Australia and Chile, there is legislation that, within a framework of inclusion, contemplates the incorporation of speech-language therapy in the educational environment to promote the development of phonological, lexical, syntactic and comprehension skills during the literacy process, as well as to provide assistance in the creation of individualized education programs and even to train families in communication issues. 44,[52][53][54] On the other hand, it should be mentioned that the communication expertise of speech language pathologists is key to improving academic performance and favoring the harmonious transition of students at different educational levels.…”

Fonoaudiología en la Atención Primaria de Salud en Chile desde la perspectiva de usuarios/as, fonoaudiólogos/as y otros/as profesionales de la salud de la ciudad de Santiago

“…En el contexto latinoamericano, existen experiencias que evidencian la posibilidad de actuar desde la fonoaudiología bajo la estrategia de atención primaria en países como Argentina (Gómez, 2018), Colombia (Carreño, 2019;Duarte et al, 2017;Moreno-Chaparro et al, 2018;Muñoz & Guerrero, 2013) y Brasil (Ferraz de Souza et al, 2005;Ferreira Mendes, 1999;Leal Fernandes & Guedes Cintra, 2010;Silva de Sousa et al, 2017;Zanella Penteado & Merlin Servilha, 2004;Zanin et al, 2015). En ellas se proponen una amplia gama de acciones, dentro de las que se encuentran: desarrollar actividades colectivas de promoción y protección de salud general, y de la comunicación humana en particular, educación en salud, prevención y detección de posibles trastornos de la comunicación humana, realización de visitas domiciliarias para detectar condiciones ambientales y familiares que pueden causar daño o proteger la salud y la comunicación humana, contribuir a los diagnósticos de situación de salud, participar de reuniones integradas con los equipos de salud y de la comunidad (consejos de administración popular, asambleas), proponer y realizar acciones intersectoriales con las redes existentes en el territorio (guarderías, escuelas, asociaciones, etc.…”