The present study presents reflections about professional practices in the areas of health and education, centered in the experience with children with organic problems, who may present alterations in their psychological development. The analysis is centered in children with visual impairment, which is associated, in many cases, to additional organic problems. The contributions of health and education professionals for the promotion of development of those children, as well as the risks of negative prognoses, are discussed under the perspective of social inclusion. The following topics are discussed: Parent guidance in early intervention, Assessment procedures in preschool and school years, and Family guidance in preschool and school years. This last topic is analyzed in terms of: a) parents overestimation of the risks of the organic problems of the child; b) trials of compensating the child for his/her organic problems; c) denial of evidences of present limits for the learning of specific topics. Finally, the cases are considered as indication of conflicts between biologically based versus psychologically, historically and culturally based conceptions about deficiency. The matter of specificity of attention is discussed, emphasizing the need of continuously following the history of the interactions of the child with his/her family and other significant persons, besides the offer of general guidance on resources for each kind of disability. The permanent discussion about strategies of developmental promotion in children with organic problems is suggested, overcoming the limits of biologically based models.
deficiency and psychological prognosis; deficiency and social inclusion; organic problems and psychological development