Towards best practices in care
Simone Visentin, Elisabetta Ghedin, Debora Aquario, Diego Di Masi
The article presents the results of a peer-supervision project concerning the sexuality of people with intellectual disabilities, with the aim of bringing out best practices carried out by professionals in their care relationships and educational projects. Starting from constructs such as well-being and a flourishing life, and enhancing the collaborative dimension in the project design and assessment, the path generated articulated material about educational practices, here synthesised in four pedagogical principles that highlight the systemic view of care processes. The principles give value to the authenticity of everyday relationships, the reflectivity of the team and the capacity of the educational community (families and services) to promote a shared culture about sexuality.
Keywords
Good practices, well-being, intellectual disabilities, affectivity and sexuality, co-assessment
