Motor Tasks, SEN, and Curriculum Diversification in Education
Motor Tasks
Structure, determined by the objective of the task, action to take, and conditioning of the medium: Tasks not defined (1-no, 2-defined factor is only defined medium + slogans, 3-half scan), tasks semidefinite (1-defines the purpose, 2-defining the objective and the environment) and defined tasks (1-definition of the environment and action to take, 2-define all factors).
Nature: Define the type or level of energy sources required and mobilized to carry out the task: bioenergetics (functional and physical requirements that involve significant effort) and bioexpresivas (Development of motor patterns that involve coordination and fluidity of movement).
According to their degree of complexity: Refers to the degree of demand that the task requires the participant in learning concerns a device for perception (According to the Cognitive Level of Involvement (Knapp). According to the Degree of Environmental Control (Poulton). According to the degree of subject control over the action. According to State System Subject-Object (Fitts). According to the Purpose of Motion (Robb)) mechanism decision (Number of decisions to make. Number of alternatives by decision. Time required for making decision. Degree of uncertainty (medium, co, adv.) Level of risk (objective and subjective)) implementation arrangements (Qualitative Aspects: Structure of the movement and number of muscle groups involved in it. Speed and accuracy required (Cratty) Quantitative aspects: Define the fitness level required: inherited factors and modifiable factors.) and control mechanism (Fitss and Posner) (The participant must be able to interpret the adequacy of implementation with respect to the task, they can raise several motor tasks during its execution: discrete (unitary movement from start to finish), serials (as specified sequence of movements from beginning to end) and continuous (no order or order known.)).
Curriculum Diversification
The programs’ curricular diversification aims at students over 16 years, which applies a specific methodology, through content and different areas to generally established to achieve the goals set for the Secondary Education stage.
SEN
It is considered that a pupil has special educational needs if required, for a period of schooling or throughout it, some support and educational attention for filing a disability, pervasive developmental disorder, or severe conduct disorder.
Pervasive Developmental Disorders
They are characterized by serious and widespread deficits in social interaction skills, communication skills, or the presence of behaviors, stereotyped interests, and activities. Among others: Autistic Disorder, Asperger’s Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Pervasive Developmental Disorder not specified.
Serious Behavior Disorders (PDD)
For severe mental disorders (psychosis and schizophrenia). Emotional disturbances (Produced by anxiety and emotional problems, such as depression and phobias). And behavioral disorders (oppositional defiant disorder, conduct disorder, Tourette’s syndrome).
NEAE (Special Educational Needs)
It is understood by students’ specific needs for educational support one that has special educational needs or other educational needs for specific difficulties:
1. Specific Learning Difficulties (DEA)
Those students that show some disturbance in one or more of the basic psychological processes involved in the use of spoken or written language. These changes may appear as anomalies in listening, speaking, thinking, reading, writing, or arithmetic. Dyslexia, Dysgraphia, Dyscalculia, Specific learning difficulties in oral language.
2. Attention Deficit Disorder with or without hyperactivity (ADHD)
When their conduct demonstrates a persistent pattern of inattention or hyperactivity-impulsivity that is more frequent and severe than that observed in school-age children, impacting negatively on their social life, school, and family, symptoms must have appeared before the age of seven and should not be motivated by other clearly defined disorders.
3. Special Personal or School History (ECOPHE)
When displaying a temporary imbalance in the development of their learning and the acquisition of basic skills goals compared to their peers, their problems are motivated by sociocultural constraints, inappropriate or inadequate instruction, or a late entry into the education system. For socio-cultural constraints (social and family environment unsuitable). Unadjusted for education (high rate of absenteeism, absences, frequent change of address). Late entry into the education system. By health conditions or functional problems or cognitive or neuropsychological issues. And by difficulties in communication, language, or speech.
4. Late Entry into the Education System
Those students that come from other countries or for any other reason, enter schooling late and have problems accessing the acquisition of basic skills objectives compared to their peers.
5. High Ability
Those students who manage and relate effectively simultaneously and multiple different cognitive resources of logical, numerical, spatial, memory, verbal, and creative types or leading scholars and exceptionally in the management of one or more of them.
6. Students with Prolonged Illness, Hospitalization, or School in Classrooms that Require Home Care
Principles of Integration
1. Principle of Normalization
- a) Maintain a normal daily, weekly, and annual lifestyle.
- b) Experience normal development experiences in the life cycle along the different stages of development: early childhood, school age, adulthood, and old age.
- c) Receive the normal respect and consideration for their choices and wishes, and the right to self-determination.
- d) Live in a world like others.
- e) Apply the same economic rules as a prerequisite for a normal life as possible.
- f) Be guided by the same rules as other people when making environmental decisions.
2. Sectorization Principles
Sectorization means bringing services to the site, region, and/or locations where there is demand, decentralization of services as the needs of individuals must be met where they occur, not in special places and distant locations.
3. Principle of Integration
Social integration refers to a change in values that leads to appreciating the inherent nature of human diversity and to considering that a democratic society not only has to provide equal opportunities to all its members but can benefit from all of them (Parrilla 1992).
Models of Integration
1. Local Physical Integration
There, special classes in ordinary schools share the same physical environment, but their function and organization are completely independent.
2. Social Integration
Users attend special classes within a mainstream school but participate with others in extracurricular activities.
3. Functional Integration
When people with SEN and their peers participate together, part-time or full-time, in educational programs and regular classrooms.