Language Re-education and Social Integration for Special Needs
ITEM 6: Re-education of Language
1. Processor Type Disorder
- Dysphasia: Alteration in the expression of spoken language.
- Dysarthria: Disturbance caused by brain injury.
- Aphasia: Neurological disorder characterized by deficiency or absence of the role of language in areas of brain injury.
- Diglossia: Speech disorder, where sound is slurred due to organic causes.
- Dislalia and Stuttering
2. Adryna Method
A model of educational intervention for people with poor communication skills. Focuses on differentiating vowel and consonant sounds, and phonics exercises to form words and messages.
ITEM 7: Powers and Functions of the Professional and Family
1. General and Specific Competencies
- General: Knowledge (procedural and attitudinal).
- Specific: Cognitive, procedural/instrumental, attitudinal.
2. Role of Professionals
- Assessment of Special Educational Needs (SEN): Communication, socialization, independence, occupation.
- Proposed individualized curriculum: Objectives, contents, methodology, evaluation, access elements (professional architectural adaptations, communication systems, different modes of curriculum).
- Assessment: Socialization, learning, considering student characteristics and context.
ITEM 8: New Technology
1. Importance in People with Cognitive Disabilities
Usability and support of a large number of symbolic systems. These systems offer flexibility and are multi-faceted.
2. Importance of Visual Language
The need for attractive aspects, motivation as a principal requirement for academic learning, playful presentation of activities through eye-catching exterior appearance including images, sounds, and colors.
ITEM 9: Social-Work Transition
1. Concept of Socio-Labor Integration
Active participation of people with special needs within natural social media development. Integration is determined by the person and the environment.
2. Resources for Inclusion
Social security programs, vocational training, integrated employment services, job placement routes.
Mikels (59): Danish service for mental deficiency. Normalization: Constant action to offer possibilities for doing normal things. Standardization aims to achieve integration method.
Wolf (75): Integration as a corollary of normalization.
Nirje (69): Does not normalize but offers possibilities.
Warnock (78) – EE (Exceptional Education): Restrictive, used as a label, ambiguity, arbitrariness, etiology of the difficulty staff, segregation, marginal implicit reference to the curriculum, referring to the PDI (Individual Development Plan).
SEN (Special Educational Needs): Broad-general, permanent or temporary echo, conceptual relativity, a personal cause of difficulty origin, positive character, regular curriculum promotes adaptations.
Integration: Processual, unifying context, unique, individual.
70 Law: No frame.
National Plan of U.S. (78): Establishes bases.
LISMI (82): 2-Handicap, 3-Prevention, 4-Diagnosis and Measurement, 5-Benefit systems, 6-Rehabilitation, 7-Labor integration, 8-Personal and social integration, 9-Points necessary for social integration, 10-Administrative reorganization. Standardization, sectorization, individualization. 3 lines: Allocation of services, existence of special schools, special and regular coordination.
LOGSE (90). 9/99 Compensatory Andalusia:
Preschool:
- Objective: Children under 6 years in rural areas who cannot attend a center.
- Action: Screening and enrollment, program design, coordinates and cooperates with parents.
Absenteeism:
- Objective: Reducing absenteeism due to emigration.
- Action: Control student absences, coordinate with agencies, setting up committees.
Rural School:
- Objective: Avoid isolation in rural areas.
- Action: Center clustered rural public decree 207/84, develops educational and organizational model, experienced activity.
Sociocultural Deficit:
- Objective: Improving conditions.
- Action: Adapted Center project, develops specific programs and curricular adjustments.
Hospital:
- Objective: Student care entered.
- Action: Direct care, appropriate curriculum, coordinates with the center.
Address:
- Objective: Demand at home.
- Action: Customized service.
Minority:
- Objective: Minority students.
- Action: Balancing nature on your PC.
Light/Light: 50-55/70, took it over later, right AP (Academic Performance), AE (Academic Evaluation) problems need support, social and emotional difficulty AVS (Auxiliary Volunteer Services) work.
Moderate/Medium: 35-40/50-55, limited, restricted patterns of AP-care, significant adaptation AE, AVS adapt routine tasks.
Grave/Severe: 20-25/35-40, LO (Learning Objectives) serious difficulties, they fail AP, AE serious limitations, AVS reduced autonomy.
Deep: 20-25, limited simple shapes, AP severe motor impairment, AE serious constraints, AVS cannot.