Perspectivas de profesionales portuguesas de atención temprana sobre la evaluación infantil
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https://doi.org/10.17979/reipe.2026.13.1.12415Resumen
Este estudio examina las perspectivas de profesionales portuguesas de Atención Temprana (AT) sobre el proceso de evaluación infantil, centrándose en su planificación, implementación y comunicación de resultados. Se empleó un diseño cualitativo en el que participaron ocho profesionales de AT seleccionadas mediante muestreo intencional. Los datos se recogieron a través de entrevistas semiestructuradas y se analizaron mediante análisis de contenido. Los resultados destacan el papel central de las familias a lo largo de todo el proceso de evaluación, especialmente en la identificación de preocupaciones, recursos y prioridades desde las fases iniciales. Las prácticas evaluativas son llevadas a cabo principalmente por equipos transdisciplinares en contextos naturales de cada niño/a, combinando herramientas estandarizadas con enfoques funcionales y basados en rutinas. La comunicación de resultados se realiza generalmente en dos fases: una primera discusión colaborativa con la familia y la posterior entrega de un informe funcional. También fue considerada esencial la implicación de docentes y terapeutas. Las participantes identifican como fortalezas las prácticas centradas en la familia, el trabajo en equipo y el carácter ecológico e individualizado de la evaluación. No obstante, se señalan limitaciones relevantes, especialmente la escasez de recursos humanos, las restricciones temporales y las demandas organizativas. Entre las recomendaciones destacan la necesidad de reforzar la formación profesional y de implementar políticas más flexibles que faciliten la implicación familiar. Estos hallazgos contribuyen a una mejor comprensión de las prácticas actuales de evaluación en AT en Portugal y apoyan el desarrollo de enfoques más integrados, ecológicos y centrados en la familia.
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