Special Educational Needs: Adapting Regular Centers and Curricula
Item 4: Addressing the Special Needs of Students
Regular Centers and the Response to Students with Special Needs. Educational Project and Curriculum Project in Connection with These Students. Curricular Adaptations.
1. Regular Centers and the Response to Students with Special Needs
1.1. General Considerations
1.2. Guaranteeing the Quality of Teaching
1.2.1. Material and Technical Resources
1.2.2. Human Resources
1.2.3. Functional and Organizational Measures
1.3. Characteristics of Education for Students with Specific Educational Support Needs at Different Educational Stages
1.4. Special Education Units in Mainstream Schools
2. Educational Project and Educational Response to Students with Special Needs
2.1. Education Project
2.2. Measures to Respond to Student Diversity
3. The Response Training Program and Education for Students with Special Needs
4. Individualized Work Plans
4.1. Concept
4.2. Individualized Work Plans
4.3. Types
Conclusion
Legal Basis – Bibliography
Introduction
Currently, our education system, in relation to the attention of students with special educational needs (SEN), calls for an educational approach developed under the principles of normalization and inclusion to ensure non-discrimination and effective equality in education, which enables adequate attention to diversity. In this context, ordinary school education is the priority mode for all students, including those with SEN. This requires modifications and adjustments to the documents of the center and to the achievement of curricular adaptations of an individualized nature.
1. Regular Centers and the Response to Students with Special Needs
1.1. Overview:
We begin developing the topic, after this brief introduction, by showing how the mainstream school should be designed to give an adequate response to students with specific educational support needs (ACNEAE), and specifically to students with special educational needs (ACNE).
The LEGAL FRAMEWORK advocates for an education system characterized by attention to diversity, the recognition of personal and cultural differences manifested by the pupils, and the commitment to respond differentially to them.
Law 2/2006 of May 3, on Education (LOE), broadly enacted in the preliminary section, Chapter I, Principles and Purposes of Education, Article 1, among others, the following principles to ensure quality education in the education system:
- Equity, ensuring equal opportunities, including educational and non-discrimination, and acting as a compensator for personal inequalities, cultural, economic, and social rights, with special attention to those arising from disability.
- The flexibility to adapt education to the diversity of skills, interests, expectations, and needs of students, as well as to the changes that students and society experience.
Identified in Article 71, the principles of normalization and inclusion in the care of ACNEAEs, and more specifically in Article 74.1, specific for ACNE: “The teaching of students with special educational needs will be guided by the principles of standardization and inclusion and will ensure non-discrimination and effective equality of access and permanence in the educational system.”
In the same Section 74.1, it provides: “The education of these students in units or special schools will only take place when the student’s needs cannot be met within the framework of the measures of attention to diversity of mainstream schools.” Recognizing the priority of schooling of ACNE in mainstream schools.
The Autonomous Community of Castilla-La Mancha (CACLM) takes these principles in the Law 7/2010 of July 20, on Education of Castilla-La Mancha, established in Title IV on equity in education, in Chapter 1, art. 120 Principle of Equality and clarifies: “The response to the diversity of students is guided by the principles of equal opportunity and universal access, standardization, school inclusion and social integration, flexibility, interculturality, and coordination between administrations.”
In this regard, we consider in force, under the transitional provision XI of the LOE, Decree 138/2002 of October 8, 2002, which orders the educational response to student diversity in the Autonomous Community of Castilla-La Mancha, which indicates that: the response to student diversity is “guided by the principles of standardization, integration and school inclusion, compensation and affirmative action, empowerment, and multiculturalism.”
These principles are developed and concretized from the PSYCHOPEDAGOGICAL FRAMEWORK proposed by various authors, as outlined below.
Today, authors like AINSCOW (1998-2010) stress that a step is being taken from the idea of “integration” to the notion of “inclusion.” “Inclusive Schools” are schools for all, without categorization or discrimination, and raise the need to approach diversity as an enriching value.
Inclusive approaches argue that learning difficulties are directly related to the way schools are organized; it is therefore imperative to transform the school as an institution to achieve quality education for all (VVAA., 2002).
M ª Antonia CASANOVA (2009) states: “In summary, the systemic principles that underlie the formal education offered inclusive responses to the diversity of their students, will include:
a) Implementation of a compulsory core curriculum for all people, ensuring quality education enough to develop a dignified life, both personally and socially.
b) Flexibility and organizational curriculum so that schools can adapt their teaching to students’ needs.
c) Autonomy of educational institutions, which ensures that sufficient competition to develop the adapted curriculum and choose the appropriate organizational model to it.
d) Action specific attention to the diversity of students when the situation demands.
e) Coordinated work between the different administrations, organizations, and institutions dedicated to these purposes.
LEON GUERRERO MJ (in M. LÓPEZ GONZÁLEZ, M. LÓPEZ GARCÍA GONZÁLEZ and Llorente, J. Vicente coords 2009) adds the following contribution which seems relevant:
“The inclusive school model is based on the idea of school as a learning community. A model that sees the school as a community in which all its members, discuss, reflect and work together to improve and achieve the main goal: ensure that all students participate, learn and develop a sense of community.”
It is therefore necessary to move towards an educational model in which all can be served educationally in the least restrictive space, a model of promotion and development (Munoz and Maruny, 1993).
1.2. Guaranteeing the Quality of Teaching
This model of school and education to allow for diversity, in particular ACNE care quality, must have and provide an equally diverse set of resources, as proposed here.
Educational quality assurance for the care of these students that currently supports the LOE, are basically as the organic law (art. 71 and 72) and D138/2002, effective for transitional provision XI of the LOE (art. 21 ):
- Provision of human resources, material, and organizational resources.
- Teacher qualification and lifelong learning.
§ Identification and early assessment of special educational needs.
§ Educational attention to SEN set in the context of an open curriculum.
- Participation and family counseling.
- Development of measures for evaluating programs and centers.
- Counseling and support services to the Education Inspectorate.
- Collaboration between mainstream and special schools.
Likewise, the Law 7/2010 of July 20, on Education of Castilla-La Mancha provides in Article 123 of material and human resources support:
– The responsible Ministry will provide education materials and access resources needed to care for students with special educational needs.
These resources will be much of substance, and personal and organizational. The following describes some of them.
1.2.1. Material and Technical Resources
Educational Administration centers will provide educational equipment and technical means to ensure the monitoring and participation in all school activities for pupils with SEN, particularly those with communication and language, motor, and visual impairments.
Also ensure that students can access the center, move around, and use the different equipment.
Currently, it monitors the momentum of any system of communication support that encourages student interaction with people in the context and possibilities of representation of reality and communication.
Following the standardization of services, promote the priority use of regular resources as these are inadequate or insufficient, by means appropriate and/or specific.).
In short, the educational environment promotes any conditions conducive to physical accessibility and communication, as is clear from Article 110 of LOE.
1.3.2. Human Resources
Resolution of July 8, 2002, effective for transitional provision XI of the LOE, which regulates instructions on the intervention model, functions, and policy priorities of teacher support and related professional attention to diversity in its Second article, Human Resources, said:
Together with the tutors and specialist teachers are supportive human resources:
- The faculty at P edagogía T erapéutica (PT).
- The faculty at A udición y L enguaje (AL).
- The A uxiliares T écnicos E ducativos (ATE).
- Other professionals, physiotherapists, and professional support to students with sensory disabilities.
The same Resolution of July 8, 2002, defines the main functions of each of these human resources:
- The Therapeutic Education teacher in mainstream schools is a teacher who will serve primarily to ACNE but, from an ecological perspective of their skills, not exclusively.
- His performance may take place with regard to ACNE, in the classroom to support preferably in the mainstream classroom reference. This inclination should be understood as a profound change in the conception of their role and not as a mere shift in their workplace.
Other related resources for diversity are:
Another of the resources available to schools for dealing with diversity will be responsible for guidance and technical teachers of Community Services.
These in-school and Primary Units are called Guidance, which together with the support teachers (PT, AL) and support professionals make up the guidance and support equipment.
In secondary, responsible for guidance, along with teachers and professors of field support make the Guidance Departments.
The functions are regulated mainly by the D43/2005 on educational and vocational guidance in Castilla la Mancha.
Law 7/2010 of July 20, on Education of Castilla-La Mancha provides in Article 123: “All schools will have specialists in therapeutic pedagogy and collaboration and professional expertise of educational guidance.”
1.2.3. Functional and Organizational Measures:
Appropriate educational response to ACNEAE, specifically ACNE, is also conditioned by the offer of functional and organizational resources:
Preparation of W ork P lans of I ndividualizados for all the ACNE.
Coordination of teachers and various specialists.
Effective participation of the family.
Providing support services center. Especially taking into account (the guidance and support equipment in Primary Education and Secondary Guidance Department.
Planning, development, and evaluation of criteria and measures to address the educational needs of students as a whole, including the Education Project (Under the orders of September 15, 2008, on organization and operation of schools in Castilla la Mancha).
Measures of attention to individual differences in the teaching program and the Educational Project Classroom Schedules developed by teachers with special emphasis on: educational, organizational, or operational.
Development of an educational project that addresses diversity, and in any case, tends to develop the capabilities established in the general objectives of the respective stages and education levels.
Measures to develop later.
Today is of particular interest to the attention of ACNE according to the orders of 15/09/2008, which is dictated by the instructions governing the organization and functioning of primary schools, Special Education (CEE) and the IES in Castilla la Mancha, measures of response to diversity and orientation, are part of the Educational Project (PEC) and are specified in the Annual General (PGA).
Measures Attention to Diversity in our region are regulated normatively in:
Decree 138/2002, which regulates the response to diversity in Castilla La Mancha.
Decree 43/2005 of April 26, which governs the educational and vocational guidance in Castilla la Mancha, transitional arrangements in place for the LOE XI.
Decree 68/2007 and 69/2007 of May 29, establishing the curriculum for the stage and Compulsory Primary Education.
And is complemented by the provisions of the Orders of 15/09/2008 of the Ministry of Education and Science, which are issued instructions governing the organization and functioning of primary schools, Special Education (CEE) and the IES can be: general, ordinary, and extraordinary.
- General Measures: Refer to the common application to all students and are used to respond to the different characteristics, motivations, strategies, rhythms, and styles of learning, etc. Some of these measures are:
The development of personal guidance and professional school.
The collaborative work of teachers and the involvement of two or more teachers in one group in some activities or splittings, etc.
- Specific Measures: Measures that need to make a PTI:
- Common Measures and Strengthening Educational Support Service to Diversity, according to article 8, D138/2002 “all those coping strategies that facilitate individualized attention in the teaching process without changing the specific elements of the cycle” implies a reinforcement learning instrumental, flexible groups, etc.
- Extraordinary measures, according to Article 9, D138/2002 as extraordinary measures to amend the prescriptive elements and access to curriculum (Objectives, content, evaluation criteria, methodology, and organization) to respond to SENs that transiently or permanently present students throughout their schooling (These are both very significant individual curricular adaptations, and so on.
1.3. Characteristics of the Education of Students with Specific Educational Support Needs at Different Educational Stages
- The schooling of children with special educational needs in early childhood education, as is clear from the Organic Law of Education (LOE) and Decree 138/2002, the school will begin and end at ages generally established. Priority will be given to schooling in an extraordinary school, the student may stay another year on the stage. (On the report of Guidance and responsible guardian written consent of the parents and approval of the Educational Inspection).
- In primary education (begin and end at the ages set in general). It will ensure that schools that enrolled in school to meet SENs personal resources and material resources in accordance with the opinion resulting from psychoeducational assessment (ACNE may stay a year longer than the rest in an extraordinary way.)
The school administration may consider the preference of certain ACNE to a center of EP, by the equipment or the existence of the right specialist. At the end of the EP, the Counselor of the UO EP centers made a report on the educational process These students along this level and raise the center where the students continue training.
- In Secondary Education, these students were schooled in ages generally established by law. It provides preferential schooling ESO centers that serve students whose needs require the assistance of professional technical and more specific (ACNE may stay another year if not done in primary).
- In post-compulsory levels should ensure that these students have the human and material resources needed to continue their studies curriculum adaptations (now called Individualized Work Plans).
- With regard to pupils with special educational personal conditions associated with high ability, we have determined the conditions and procedure for flexible, exceptionally, the duration of compulsory schooling for those students in the RD 943/2003, June 18 Order of December 15, 2003. This may occur three times in the compulsory section, and once in the post-compulsory, generally.
1.4. Units of Special Education in Ordinary Schools
The special education unit in mainstream school, according to Article 125.4 of the Education Act Catilla la Mancha, is configured as a means of open and standardized response that promotes equal access and retention in education of students with special educational needs permanent.
Its operation is governed by Resolution of June 17, 2002, by approving instructions on special education units in schools and Primary Education and the Order of 15/09/08 (instructions on organization and operation of the infant and primary schools in Castilla la Mancha) as classrooms full-time schooling to a group of pupils with SEN in a more serious and permanent under the responsibility of a tutor, especially a PT, which will belong to the Guidance Team and support the center and the provision of a Technical Assistant Education. This organization does not rule out joint activities with other groups in the center, which will enhance a relationship enriched by the mutual knowledge
In addition, there is a possibility of schooling between the center combined regular and special education specific site, depending on the characteristics of students enrolled. Thus in the Education Act Catilla la Mancha, Article 125.5 states: “The combined schooling between mainstream and special schools will be used when there are possibilities to normalize, at least temporarily, the educational response as benefits accruing from it for better socialization of students.”
The D 138/02 in Art 14, set formulas combined mixed school and in that sense. Also, the resolution of October 18, 2004, gives instructions on this process. Combined enrollment decision is determined by the benefits derived for the development of different adaptive skills and to improve the quality of life of each student specific and based on their specific problems.
2. Educational Project and Educational Response to Students with Special Needs
For the ordinary school just to attend to characterize ACNEAE, and specifically to ACNE, with guarantees of success should reflect systemic and systematic such actions in the documents of the center, as outlined below.
2.1. The Educational Projects
Whereas Articles 120 and 121 of the LOE all schools should develop an educational project.
15/09/2008 According to the orders of the Ministry of Education and Science, which are issued instructions governing the organization and functioning of primary schools, the EEC and the IES in the Autonomous Community of Castilla-La Mancha. Indicated that the Draft Education (PE): defines the identity of the school, reflects the values, objectives, and priorities established by the School Board, and includes the completion of the curriculum once set and approved by the faculty. Include the following items:
a. The description of the characteristics of the social and cultural center, the students, and the educational responses resulting from these references.
b. The educational principles and values that guide life and serve as a model for the development of the pedagogic, organizational, and school management.
c. The criteria and measures to respond to student diversity as a whole, guidance and mentoring, and how to develop institutional programs in the center.
d. Standards of Coexistence, Organization, and Functioning of the center and classrooms (NCOF).
Education Project in response to student diversity must have, among others, the following issues:
§ Consideration of ACNE in these elements.
- ABOUT US
- Designing the school as open to diversity and a guarantee of equal opportunities.
- Interpret the curriculum as open and flexible…
- WHAT DO WE WANT?
- Adapt the educational objectives of the various educational segments that are valid for all students, including ACNE.
- How Are We Related?
Identification of relationships between professionals who are involved in the care of ACNEAE, and specifically to ACNE, the different stages of the educational intervention:
- Assessment Psychology.
- Coordinated development of Individualized Work Plans and their implementation.
- Monitoring
2.2. MEASURES TO RESPOND TO DIVERSITY AND GUIDANCE
As seen above there is an element of the Education Project that deals specifically with attention to diversity.
Response measures to the diversity and guidance set out in Decree 138/2002 of October 8, in Decree 43/2005 of April 26, and decrees Castilla Curriculum La Mancha, which establishes and orders the curriculum, are part of the Educational Project (PEC) and are specified in the Annual General (PGA).
Response measures of diversity and educational guidance will be developed using the criteria of the Committee on Educational Coordination (CPC) by the Counselling and Support Team in the CEIP and Guidance Department in IES, with the help of tutors and mentors, under the coordination of the Head of Studies and approved by the faculty.
3. Curriculum Project (Training Program Area or Material in the News) and the Educational Response to Students with Special Needs
We propose, then, as the answer to the ACNE from the teaching program Education Project, which has historically Curriculum Project as reflected in the wording of the item.
Pursuant to Article 121 of the concretions LOE Curriculum is one of the prescriptive elements of the Educational Project.
According to the Orders of September 15, 2008, that dictate the organization and operation instructions for schools in Castilla la Mancha, the Teaching Schedules are specific planning instruments, development, and evaluation of each curriculum area or subject. Be developed, and where necessary, modified by the Cycle Teams (and Primary) and Teaching Departments (ESO) and approved by the faculty.
Teaching schedules include, inter alia:
a. The objectives, basic skills, sequencing of course content, and evaluation criteria areas.
b. The methods of work, the organization of time, groups, and spaces, the materials and resources, and measures of attention to student diversity.
c. The student evaluation procedures and criteria for classification and retrieval.
In its development, different teachers and support teachers should consider the presence in the center of ACNE in all the decisions made. Thus, when teachers are setting the overall goals or a particular sequence of them by Cycles/course must do so in a manner that achieves maximum normalize the process of teaching and learning of this group of students.
We propose the following considerations should be teaching schedules to take account of the ACNEAE. This proposal is based on different documents and institutional approaches ALCOLEA CALVO RODRIGUEZ AND MARTINEZ (1999), PALOMINO AND TORRES GONZÁLEZ SÁNCHEZ (2002):
A. – Decisions on Goals, Skills, and Content:
§ General Objectives contextualized to the reality of center and the population of ACNE
§ Select Content significant.
§ coherent sequence of objectives, skills, and content for courses/workshops.
§ Prioritisation of Objectives and Content.
- Prioritization of basic skills.
B – Methodological Decisions:
§ Assumption of general methodological principles that give cohesion and continuity to the training programs developed at the center.
- The early educational intervention is the same for all students with or without special needs. These early intervention are:
- Know and from the level of student development.
- Ensure meaningful learning.
- Enable students to arrive to make their own meaningful learning (learning to learn).
Proposed § methodological principles specific to each phase of education:
- Progressive globalization and interdisciplinarity.
- Game.
- Transfer.
- Intuition.
- Motivation.
§ Establishment of methodological choices cycle/course in order to facilitate standardized response against SEN.
§ Definition of criteria for the selection of techniques and instructional strategies that address the needs presented by students.
§ Design of joint activities for the whole center and for each of the Cycles/courses that enable active and responsible participation of all students at the school.
§ Definition of specific criteria for the adaptation of teaching and learning activities based on different types of SEN.
C. – Decisions on Evaluation:
Or Evaluating:
Under this element, the centers have to perform two tasks:
§ Adapt the evaluation criteria of the official curriculum based on the peculiarities of students and context.
§ Selection criteria for promotion:
– Same as all students?
– Adapted or specific for ACNE?
– Flexible and guidance?
In both situations are made for the existence and learning characteristics of students with special educational needs.
Ø HOW TO EVALUATE:
§ Determination of evaluative strategies and instruments appropriate, and where appropriate develop or adapt to the SEN.
§ Preparation of papers for families, beyond the simple report card. ACNE specific newsletter.
Ø WHEN ASSESSING:
§ Ongoing assessment and training of the teaching process.
D. – Adaptations in Human Resources, Materials, and their Organization
Finally, do not forget that it has to reflect on the decisions concerning the organization of resources.
§ It should be clear to the whole teaching team which will be the responsibility of everyone. This means agreeing the role of the tutor, of specialist teachers, teacher support, specific professionals (physiotherapists, …), ATE unit counselor’s guidance or Guidance Department.
§ Criteria and procedures for determining the type of support.
- Direct or indirect care.
- Number of students who will attend each professional.
- Weekly time distribution of attention to students.
- Attention inside or outside the classroom.
- Support before, during, or after the regular classroom activity.
- Individual or group support, etc.
§ flexible organization of space and time, use of common areas, classroom space adaptation, modules, schedules, and time to support …
§ Establishing cooperative ways of working as teachers/s other/s stage/s.
§ Excise teaching coordination formulas.
§ Linkage with institutions: educational services, centers for teacher training, services for the dissemination of material, cultural and sports centers, industry, etc.
§ Training of heterogeneous groups of students.
4. Individualized Work Plans
4.1. Concept of current ACI and PTI
The provision of care measures overall diversity just described, favor meeting the educational needs usually manifest when students learn. However, other students in the specificity of their needs require additional supply of other more specific measures (regular and overtime according to Decree 138/2002), these have been considered historically as individual educational (ACI). According to the rules of Castilla la Mancha, the ACI up only where there is an extraordinary measure. All measures of attention to diversity are integrated, according to current regulations on CLM in Individualized Work Plans (ITP).
4.2 Individualized Work Plans
As noted, under the rules of Castilla la Mancha, the curricular changes are part of the so-called Individualized Work Plans. Let’s see what are these plans.
According to the Education Act of Castilla la Mancha, Article 122.7 states: “All students who submit specific educational support needs and those staying one more year in a single course or cycle or promote areas or areas not passed shall have individual work plans.
Therefore the ordinary and extraordinary measures of attention to diversity are realized according to the CL curriculum decrees Mancha in so-called PTI. Thus it is said once identified and analyzed the specific needs of educational support and the school context and pupil’s family, response to diversity will be implemented in a Work Plan Individual (PTI) [Article 9.3 of Decree 68/2007, 29 May by establishing and ordering the curriculum of primary education and Article 10.3 of Decree 69/2007 of 29 May by establishing and ordering the curriculum for Secondary Education in the Autonomous Community of CL Mancha].
For these students, the tutor on the report and advice of the head of guidance, coordinate the development of Individualized Work Plan to be developed by teachers in collaboration with families and those professionals involved in the response [Article 9.3 of Decree 68/2007, of 29 May by establishing and ordering the curriculum of primary education and Article 10.3 of Decree 69/2007 of 29 May by establishing and ordering the curriculum of Secondary in the region of CL Mancha].
In the Individual Work Plan (ITP) for these students will be established curricular and organizational measures necessary to enable them to achieve the maximum development of their personal capacities and in any case, the general objectives established for all students of stage and will contain: o the powers which the student must achieve in the area or areas of knowledge, or content, or the procedures and criteria for evaluation, or the organization of teaching and learning processes which include individual and cooperative activities, the groups, the necessary teaching materials and resources, managers and the distribution of time and space (Decree 68/2007, of 29 May by establishing and ordering the curriculum of primary education and Decree 69 / 2007 of May 29 for the establishment and directs the curriculum for Secondary Education in the Autonomous Community of CL Mancha).
4.3 Types of measures that are integrated into the PTI
LINK: From the elements that affect the change we can distinguish different types of curriculum adaptations or modifications that are integrated into the PTI.
Ø Adaptations curriculum itself
Can be defined as those that affect the basic elements of the curriculum (goals, core competencies, content, methodology and evaluation).
We can differentiate curricular adaptations:
A * not significant.
B * Significant.
. NO SIGNIFICANT. They are the modifications made on various elements of the curriculum of the program designed for all students in a classroom to meet individual differences, but they do not affect the core curriculum Official Curriculum, ie ordinary measures up attention to diversity. Are the fundamental strategy to achieve individualized teaching.
Among the regular measures of attention to diversity the teacher can take significant adaptations, according to D138/2002 is the changes made on the various elements of the curriculum of the program designed for all students in a classroom or cycle to meet individual differences, but they do not affect the core curriculum Official Curriculum.
Some of these might be:
- Assessing the adequacy of the modes of assessment (communication, sensory characteristics, no reading skills, etc.).
- Methodology: specific actions for some students, differential activity selection or adaptation of the common, and so on.
- Contents: sequencing different, different timing without exceeding the cycle / course (OU, evaluation and promotion), prioritization, sequencing, different, etc.
- Objectives and Basic Skills: prioritization, sequencing or timing other without crossing the cycle / course.
Reflected in this proposal intend to always start from as little as possible significance.
. SIGNIFICANT. These are the adjustments that are made from the program and involving the prescriptive elements of the curriculum or curricula, these elements are:
- Minimum targets.
- Basic skills.
- Minimum contents.
- And therefore on the Evaluation Criteria.
The Decree 138 / 2002, significant curricular adaptations are defined as all those associated with alterations being relevant conduct, personal disability slight mental, physical or sensory or curricular lag of two or more school years whatever the cause that motivates you require specific modifications to the objectives, content and assessment criteria of each course or curriculum area and the use of personal resources and access to curriculum materials, their desarrollose held in the school integration situation after evaluation Counselling and opinion schooling, as defined in Section 10. 1 of this Decree. With the implementation of new curricula will also consider significant changes in basic skills.
The ACI of a significant nature may be:
§ Inclusion: implementation of the curriculum with objectives / contents / skills not covered in general for the rest of the students in the group.
§ modification or reformulation: substantive objectives, contents set minimum or basic skills so ordinary.
§ Timing out of cycle / course.
- Elimination: have a character of greater significance and may condition the granting of serious scholars, so that their use is clearly exceptional.
L as very significant adjustments. They are defined by Decree 138 / 2002, as all that being associated with severe and profound mental disabilities moderate to severe behavioral disorders and multiple disabilities, require the differentiated development of the general objectives, content and criteria for evaluating the curriculum of the stage and use of personal resources and different materials. Its development will take place in special schools or special education units in mainstream schools after evaluation and opinion of school psychology.
Ø Adaptations or modifications to access the curriculum resources
Individualized Work Plans (PTI) can also be integrated properly organizational elements:
Adaptations in human resources, materials and their organization, such as setting up arrangements to work cooperatively between the faculty of the / s other / s stage / s cycle / s clear delineation of roles and responsibilities of all community members school, mainly teachers in the educational attention to acne.
These may be:
- Space: terms of physical access, sound, lighting … to promote the mobility and autonomy of students.
- Materials: made of the adaptation of commonly used materials and / or the provision of specific tools that will save his difficulties: technical aids, furniture, special equipment, materials, etc.
- Communication: there are students who need alternative communication systems, oral or written, or additional media.
REFERENCES
- AINSCOW, M. (2001): Developing inclusive schools. Ideas, suggestions and experiences to improve educational institutions. Madrid: Narcea.
- AINSCOW, M. AND WEST, M. (2008): Improving urban schools. Narcea Ediciones. Madrid
- CASANOVA, MA AND RODRIGUEZ, HJ (2009): The inclusive education, a horizon of possibilities. Madrid: La Muralla.
- GROSS, J. (2004): Special educational needs in primary education. Madrid: Morata Ed.
- LOPEZ GONZALEZ, M, LÓPEZ GONZÁLEZ, MY LLORENTE GARCÍA, VJ (coords.) (2009): disability, education and social aspects. Málaga: Ediciones cistern.
MARCHESI, A., COLL, C. and PALACIOS, J. (2007): Psychological Development and Education. Vol III: Developmental Disorders and Special Needs Education. Educational Psychology. Alianza Editorial. Madrid.
- SÁNCHEZ PALOMINO, A. AND TORRES GONZÁLEZ, JA (2002): Special education. Schools and teachers for diversity. Pyramid: Madrid.
- SALVADOR, F. (Ed.) (2001): Encyclopedia of psychology with special educational needs. Aljibe Publishing, Manchester.
Webgraphy
http://aulapt.wordpress.com/ :