Education Peru Project #40208

Education of poor disabled Children in Peru

by Asociacion Centro de Rehabilitacion para Personas con Discapacidad Wasi Esperanza

Education of poor disabled Children in Peru

Project Report | May 27, 2025
Use of the PECS System in Sessions

By Rubi Gutierrez | Psychologist

The PECS system (Picture Exchange Communication System) is a tool used in the field of inclusive education with the goal of facilitating communication among our children, especially those with neurodevelopmental disorders. Through the use of images, children are taught to express their needs, desires, ideas, or emotions, thereby promoting functional communication.

PECS instruction is progressive: it begins with the exchange of a single image and gradually advances to the construction of full sentences. We currently implement it with the majority of our users.

A significant example is Daniel, a child diagnosed with autism. The use of the PECS system has helped regulate his behavior and reduce frustration. Daniel follows the sequence of his sessions, which include table work, floor activities, and play. He has also made notable progress in language development, using the word “give me” in combination with food, fruits, and objects. We are currently working on verb recognition and the formation of simple sentences. Daniel now uses phrases such as: “give me,” “take,” “put away,” “clean,” “the dog drinks water,” “the girl eats cake,” and more.

Another case is Zaid, diagnosed with spastic hemiplegia. In his process, the use of pictograms has been key to working on behavior regulation, frustration management, and emotional recognition. He has also made progress in identifying social norms such as greeting, saying thank you, asking for permission, and saying “please.”

The main goals of using the PECS system are to encourage functional communication, reduce undesired or challenging behaviors, and promote autonomy. For this reason, our workspaces are adapted with visual aids, as visual information is processed more quickly by children.

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Jan 27, 2025
Inclusive Education: A Look at Diversity

By Liseth Anaya & Rubi Gutierrez | Psychologist

How do childrenlearn? Muchpeoplewillsaythatwith innovative methods and techniquesthatfillthemwiththeoretical and practicalknowledgeused in academicsubjects, butchildren are not simple computersordatabasesthat can be programmedfrom time to time, childrenfeel and learnaccordingtothewayyouteachthem and learnbetterifyou do itwithlove, especiallyourchildrenofWasi Esperanza whohavevery diverse waysoflearning and thatinsteadoflimitingthem, shouldenrichthem.

And thatisthemissionoftheofWasiEsperenza’sinclusive educationarea, toensurethatourchildrenhaveanadequateeducationalprocess in regular schools, wheretheycan bevaluebeyondtheir diagnosis, whereteachers, directors, parents and classmatesmaketheefforttounderstandhowtheylearn and howtheyfeel and in thiswayincludethem and makethempartoftheeducationalcommunity, developing in themalltheirpotentialities and breakingdownthebarriersthatlimittheireducation.

In the inclusive education area of Wasi Esperanza, 21 patients have been treated in 2024, of which 10% were at kindergarde , 78% at Elementary school, 2% at High school and 10% were preparing to be included in the basic education system. It should be noted that throughout the year we tried to maintain direct and close contact with the educational institutions where our children attend, but individualized work with each child was prioritized, reinforcing the areas where they present greater difficulty and strengthening the favorable aspects they have.

It is important to note that during this year, parents were trained and guided so that they know the rights of their children and the laws that support their correct educational inclusion and in addition, they were sensitized on issues of great importance such as the educational parenting styles that they must have as parents to promote better development and good behavior in their children. Attaining families determined to improve their way of educating and children with better abilities to face life outside the family environment.

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Oct 2, 2024
Shaping Improvements in attention & communication

By Liseth Anaya | Project Psychologist

Fabricio always comes tothesessionwith a smileonhislips and evenwiththefewwords he says he expresseshisaffection and hisemotions, hisbodylanguagetellsyouveryeasilyif he feelscomfortableoruncomfortable, if he likesordislikessomething and ifthethingthatyouput in frontofhimcatcheshisattentionornot, whichallowshimtowork more concentrated and fluently. He usuallyendswhatisproposed in eachtherapy and alwaysgivesstronghugswhen he saysgoodbye.

I stillrememberwhen he arrived at thefirstsession and preferredtokeephisdistance, I respectedhisdecision and stayedclosewhile I proposedgames and playfulactivitiestohim, hisfirstreactionwasto explore that new place forhim, seewhatmaterials and toyswerethere and littlebylittle he approachedtome.Sincethisfirstdayofsession, Fabricio, “Fabi” thewayhismum and I calledhimwithaffection, neverstopcomingtoeducationinclusionsessions and he trytolearneverything.

He haspaintedwiththefingersofhishand and althoughthesensation has botheredhimduetoitssensorydisintegration, littlebylittle he has beentolerating and adaptingtoit, he has fun and improveshisattentionwhileassembling blocks ormaking lace games, he has alsoreinforcedhis fine motor skillsbymaking crepe paperballs, tearingcoloredpaper and puttingballs in smallcontainers.

However, what he has lovedthemost so fariscreatingobjects, animals and peopleusingplasticine, Fabi looksforeverydetail in a meticulousway, especially in thephysicalfeaturesoftheminiaturepeoplewemaketogether, he takes a great care toputtheireyes, nose, mouth, arms, legs and clothes in their place and whilehedoesit, hementions, more and more clearly, thenamesofbodyparts and also he focusedonthisactivity so long.

Fabi isanexamplethatbeyondofbeendiagnosticatedtoAutismSpectrumDisorder (ASD), thedifficultiesthatthismayentail are manageable and lesslimitingwiththerapy and withthesupportofthefamily, everythingthat has beenworkedwithhim has helpedhisemotionalwell-being and hisadequateeducationalinclusion.

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