Transformation towards an empowerment consultancy model: voices of consultants and teachers
DOI:
https://doi.org/10.26512/lc.v20i42.4297Keywords:
Consultation, Empowerment, School, TeachersAbstract
This article describes the process of transforming an educational organization that offers consultancies to support inclusion of students with Autism Spectrum Disorders (ASD). It reports the perspectives of the consultants who helped create and implement the changes, as well as the teachers who received orientation. A traditional model of consultation was transformed into an empowered model, which aimed to build teacher capacity and encourage innovation. Results of the study suggest that changes in educational practice led to an improvement in the treatment of children and youth with ASD, and both participants and consultants were empowered.
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