Aplicación del método clínico a situaciones de discapacidad basado en la propuesta de Jean Piaget

This paper discusses the viability of applying the clinical method as proposed by Piaget to study the promotion of cognitive and social development in two handicapped children with visual deprivation. The theoretical modifications made in order to work without the initial assumption of an active organism that organizes all the incoming information and constructs by himself the cognitive structures to adapt efficiently, are described. The authors propose to start intervention strategies with the assumption that it is possible to organize the information interpersonally, scaffolding the assimilating process in a shared way by defining the role of the adult as an external organizer and not as a promoter of conflict as is proposed by Piaget. The quantitative and qualitative changes of handicapped twins are described as a comparative case study between the differential acquisition of schemes of the blind and the blind-deaf child in eight months of clinical intervention.