TNPEE intervention in infant schools to promote global functioning in children with neurodevelopmental disorders: a brief report

Abstract

Children with neurodevelopmental disorders (NDDs) require interventions bridging healthcare and educational settings, in order to generalize competences in all life contexts. This paper describes the development of an integrated rehabilitation model between the Local Health Authority and infant schools, aimed at promoting inter-institutional collaboration. This model was developed through the clinical experience of a multidisciplinary team. The rehabilitation professionals involved design weekly psychomotor, language, and social activities carried out in the child’s everyday settings, in close collaboration with caregivers and teachers, involved in the application.
Qualitative data are collected through clinical diaries and satisfaction questionnaires. Preliminary results indicate increased participation of children within peer settings, enhanced caregiver awareness in applying therapeutic strategies, and teachers reported a better understanding of individual needs.
This model highlights the feasibility of inter-institutional collaboration to promote inclusive practices. However, the main limitation is the absence of standardized quantitative data.