Atención a la Diversidad en Educación Especial

Placing students with special educational needs (SEN) in regular schools whenever possible and appropriate, with resources adjusted to their specific needs.

Delivering services for special educational needs to individuals where they live—at home, at school, and within their social environment. It involves inter-sector coordination.

Adjusting teaching resources and support (people, materials, space)to meet the specific needs of each student.

Avoid unnecessary specialized services for students with SEN, only applying specialized services when absolutely necessary.

Regular schools where students with SEN are integrated.

Schools dedicated to specialized education for more complex special needs students.

The support staff working between the specialists and schools, in charge of coordinating student's educational support.

A national center established for the enhancement of special education professionals' training, encouraging research and creation of educational materials.

Assessment of students with special needs, to determine the best learning environment and support. Decisions are not final and reviewed.

Educational placements (for students with special needs) in specialized units/centers until age 21, when regular school is not sufficient.

Students with exceptional intellectual abilities are allowed to have their school times adjusted, regardless of age.

Extensive instructional changes in a curriculum tailored specifically for students with specialized requirements in elementary, middle, and high school.

Educational support for students joining the system late or facing socio-economic challenges in elementary, middle, and high school.

Adjustments to the curriculum and teaching methods to better meet the needs of students with diverse learning styles and abilities.

Initial evaluation of students' prior knowledge to design adaptable learning experiences.

Assessment that considers the environment, teacher's practice, student interaction, and organization for better understanding.

Using evaluation methods like observation, questionnaires, and interviews tailored to student's needs.

Designing activities that specifically and effectively measure student learning in relation to their needs.

Creating learning opportunities that lead students to succeed and building confidence in their abilities.

Encouraging interactions with a variety of methods to improve communication and understanding.

Using group work to enhance communication and collaboration among students to improve understanding.

Needs Educational Response; focuses on providing an educational response tailored to an individual student's specific requirements, rather than conceptualizing their needs in terms of deficits.

Tailored educational strategies to meet a student's individual needs, including their learning style, motivation, and required resources.

Educational principles that maintain a student's full participation, ensuring they learn within a typical classroom environment to the highest degree possible, where possible.

Strategies and plans specifically designed to meet a student's individual educational needs, encompassing all aspects, including necessary resources and support.

Applying educational approaches that are equally suited to meet the diverse needs of all students.

Early identification and support of students' educational needs, ideally catching issues early to offer timely and effective support.

An approach to education that prioritizes the needs of the student over the standardized demands of the syllabus.

Working together among teachers, support staff, families, etc. to best meet a given student's needs.

Significant, customized educational plans for students with significant learning gaps, especially in cognitive, communication, or personal autonomy areas, or those needing a total curriculum adjustment.

Proposed ACS plans for students should be developed and applied during the first academic trimester, often following an evaluation process.

A comprehensive ACS should include targeted subjects or areas, duration, participating professionals, psycho-educational info, necessary support measures, and detailed adjustments for each affected subject.

ACS plans are developed by teachers of affected subjects, along with the tutor and guidance counselor, supported by educational assistants.

ACS decisions must consider prior adjustments, especially for students already with an ACS from the previous year. If there's a new psych-pedagogical evaluation within the year, a new ACS is developed within a month.

Quarterly monitoring is needed throughout the duration of the ACS plan for all affected areas.

Modifications can impact all aspects of the curriculum (timetables, methods, assessment techniques, and organizational aspects).

ACS is intended only for students with special educational needs (NEE) showing a substantial delay in their developmental milestones or curriculum, compared to their expected level, depending on their specific age group and grade level.

Students with DI have slower, delayed, and uneven development compared to their peers.

Different theories explain intelligence, from a single, unified ability to a collection of independent factors.

Intelligence is best understood as the ability to learn, think abstractly, and adapt to new situations.

People with the same IQ can have vastly different ways of responding and adapting to their environment.

Identifying needs required to support students with SEN.

Crafting and executing a specialized education plan with necessary adjustments and support.

Necessary aspects for inclusive learning (people, resources, environment).

Following student progress and evaluating the effectiveness the educational plan in a continuous manner.