THE IMPORTANCE OF REFLECTION-BASED STRATEGIES IN TRAINING PROFESSIONALS WORKING WITH MDVI CHILDREN

Abstract

This paper focuses on the professional development regarding communication abilities of the teachers and therapists working with children with multiple disabilities and a visual impairment (MDVI). Since the development of communication abilities is a complex process, it must be approached from a continuous, systemic and structured perspective. MDVI children acquire and develop communication skills based on various factors which depend on their specific features and usually they need a large amount of time to learn how to employ different systems of communication so they can express a need or a desire and have an impact on other people or on the environment. In this context, a team of 3 universities, 4 special schools for the blind and visual impaired, one NGO and one IT company have come together in an Erasmus+ European project called PrECIVIM (Promoting Effective Communication for Individuals with a Vision Impairment and Multiple Disabilities) to address the need of a professional training in communication abilities of the specialists working with MDVI children. As a result, a complex training program has been created, based on common experiences, reflective strategies, and different training components. Method: We have focused on a group of 21 professionals working with MDVI children. They were the beneficiaries of a four-part training programme conducted by three experienced trainers on a time frame of 6 months. The programme was delivered in multiple ways, each of them with great reflective value: training manual (individual study), onsite group training, online group supervision and written individual reflective logs. Results: The individual feedback of each participant has been processed and discussed revealing significant improvement in their intervention approach toward MDVI children, in their selection of communication methods or in their professional relationship with the MDVI child. The results of the training programme are presented in terms of the efficiency of the reflection-based strategies for the professional development of each participant. Conclusion: The training programme applied to this group of professionals has emphasized the need of mentors and partners who offer constructive feedback and who implement reflective strategies in the intervention process regarding communication with MDVI children. In this sense, the reflective logs should be considered a great resource in the intervention and therapeutic process of MDVI children.