The need to intervene in cases of social and educational exclusion in/for non-institutionalized children with disabilities in remote areas (rural and indigenous), mid-mountain areas (muleteers) and nomadic communities, guaranteeing access to social and therapeutic-pedagogical spaces for/for non-institutionalized children.
In areas of malnutrition, infant mortality, and even eugenics, a traveling school becomes a method of accessing rights.
Promoting coexistence within educational settings prevents bullying, discrimination, and segregation. It provides a way for children (including those with disabilities from rural, indigenous, and migrant backgrounds) to participate in social and educational processes when they lack access to formal education.
As a 'Special' / Inclusive School, we teach about Human Diversity, Early Intervention strategies, and offer classes in four languages and two systems (Guarani, Spanish, Portuguese, and Sign Language/Pictograms and Braille), both in homes and in community spaces, in multi-age settings. We are a Rural / Community School that teaches everything from the use of orthotics and prosthetics to assistive technologies. You can learn about our strategies, designs, types, and intervention methods on Facebook (www.facebook.com/caminosdetizal) and on our website www.escuelitaambulantecaminosdetiza.webador.com.
Classes, workshops, discussions, recreational activities, as well as timely/early stimulation, psychomotor skills, augmentative and alternative communication, education on hygiene, use of materials (such as nebulizers, anti-decubitus mattresses, standing frames, etc.) or comprehensive sexual education.
Added to this are Solidarity Clothing Banks, a Traveling Community Library, and an Orthotics and Prosthetics Bank, where children and families learn ways to help/assist People with Disabilities, tool care, dangers of medications, etc.
It is seen as an Alternative/Complementary School, from the Activities of Daily Living.
It has been disseminated as a model/reference for disability intervention in rural, indigenous, and migrant contexts, replicable in post-disaster areas (floods, earthquakes, etc.) and even adaptable to refugees and displaced persons. In bilingual intercultural border areas (Argentina-Brazil-Paraguay), the model's itinerant nature has generated diverse educational communities, achieving agreements with foundations, associations, and schools for collaborative work. The Caminos de Tiza (Chalk Paths) School, with almost 12 years of experience, has reached more than 35 communities and over 7,000 children, expanding its format and even inspiring public policies on education and disability.
A model recognized by the United Nations, the Organization of Ibero-American States, and various universities and organizations in Spain, India, Malaysia, Ecuador, Peru, and the United States.
It is disseminated not only because of its impact (traceable/recorded), but also because it produces scientific, academic, and pedagogical knowledge, and as a format that inspires thousands of educators each year to recreate designs and intervention methods for inclusive education. A format that has moved from education to human rights.
Learning along the way, and constantly subjecting our practice to external reviews and evaluations. Working in Pedagogical Pairs allows for feedback and external perspectives, enabling the ongoing adjustment and adaptation of our practices and resources. Peripheral support has been added to the Therapeutic Pedagogical task over time: a Clothing Bank, an Orthotics and Prosthetics Bank, Psychoprophylaxis strategies, the design of Safety and Hygiene Protocols, Academic Scholarships, Academic Support, etc.
Simply view/read (our social media) to explore records of ideas, designs, and low- or zero-cost strategies for using materials, technologies, and resources for Early Stimulation, Literacy, Augmentative and Alternative Communication, Hygiene Education, and types of Cognitive Accessibility. Learn how to adapt and adjust therapeutic and pedagogical materials and ideas to the profile of your institution/classroom. Our social media contains plans, examples, videos, links, and documents (academic articles) on how and why to (re)apply this innovation. Our social media and website are a Resource Bank for Therapists and Teachers.
