Essential Skills for Personal and Professional Growth
Skills: Knowing how to use everything that school, the street, family, and society teach us to address general situations in daily life. Basic Skills: Language communicative competence. Mathematical competence. Knowledge of and interaction with the physical world. Data processing and digital competence. Social and civic competence. Artistic and cultural competence. Competence of learning to learn. Autonomy and initiative. Concept of Competence: The European Union defines competencies as: “The combination of skills, knowledge, and attitudes appropriate to the context and considers all those key individuals need for personal fulfillment and development as well as for active citizenship, social inclusion, and employment.” At the National Level: The skills were the ones before, but at the regional level, emotional competence is added. Portfolio: The portfolio is a model used to evaluate the experience, learning, and development of various skills among students and professionals. There are different types of portfolios: academic, professional, and work. Special Education is considered as that discipline which seeks to study and analyze the processes of teaching and learning in diverse situations, with the aim of providing educational responses, on the one hand, and socio-projection work, on the other hand, for students with special educational needs, generating interactions between theory and practice from three perspectives: curriculum, organizational, and professional. “The ACNEAE are all students who require attention to different educational needs than the ordinary present: Difficulties in learning, specific intellectual abilities, late incorporation into the Spanish Educational System, personal and school history, and special educational needs (ACNE). The ACNE, as a category of ACNEAE, are those students who require educational services other than the ordinary, such as: mental disability, sensory or motor impairments, and severe behavioral disorders.
Curricular Adaptations can be defined as changes in the mainstream curriculum to respond to and meet the students’ educational needs. They can affect different elements of the curriculum and are intrinsic to the open and flexible curriculum. There are different types: general and individual (actual curricular adaptations (significant or not significant) and adaptations to the curriculum). The principles that underpin them are: flexibility, openness and contextualization, functionality, collaboration and participation, coordination and consistency, clarification and precision, and systematics and foundation.
PTI: Attention to diversity is a need that spans all stages of education and all students. It contemplates the diversity of students. The educational response to diversity is a set of actions aimed at students and their environment in order to promote personal attention to help achieve the core competencies and objectives of Elementary and Secondary Education. This response takes the form of curricular and organizational measures included in the Educational Project. The items to be submitted by PTI are: The definition of the competencies that the student must achieve in the area or areas of knowledge and content that are a dynamic reference and without exclusion of all, and the organization of the teaching, learning, and assessment procedures, also intended for all, where individual strategies are defined by the proposed “individual and cooperative activities, the distribution of clusters, the use of the materials needed, the intervention of those responsible, and this, in sequence during the time period we have established and in the space or spaces that we plan to use. It is coordinated by the tutor and teachers, developed in collaboration with families and with those professionals involved in the response. It is therefore a tool other than responding to a different concept of response to diversity, requiring a different process and involving a different attitude.