Special Education Approaches 2024 PDF

1. DIFFERENT DEVELOPMENTAL DISORDERS 2. DIFFICULTIES/NEEDS TO BE INTEGRATED IN CLASSROOM 3. HOW CAN I ACT AS A TEACHER? What are we 4. WHAT TYPE OF ACTIVITIES I CAN going to learn? DISPLAY (BASELINE 5. HOW CAN I MANAG...

1. DIFFERENT DEVELOPMENTAL DISORDERS 2. DIFFICULTIES/NEEDS TO BE INTEGRATED IN CLASSROOM 3. HOW CAN I ACT AS A TEACHER? What are we 4. WHAT TYPE OF ACTIVITIES I CAN going to learn? DISPLAY (BASELINE 5. HOW CAN I MANAGE COMPLICATED SITUATIONS? ASSESSMENT) 6. HOW CAN I IMPROVE QUALITY OF MY TEACHING 7. HOW CAN I TEACH THEM WITHOUT MAKE THEM FEELING DIFFERENT? 8. HOW CAN I TEACH IN THE BEST POSSIBLE WAY?  Content Block 1. Recentapproachesto SpecialEducation Unit 1. Special Needs, eduacational support and inclusive schooling Unit 2. Diversity as inherent phenomenon in Education  ▪ WHAT IS REGULAR/NORMAL? RELEVANCEOF ▪ WHEN DO I NEED TO TAKE ACTION KNOWLEDGEOF ▪ WHICH IS THE DIFFERENCE BETWEEN A HUMAN TEMPORARY DIFFICULTY AND A DISORDER? DEVELOPMENTAS ▪ WHAT CAN WE DO AS TEACHERS? STARTINGPOINT ▪ WHICH IS THE ROLE OF THE TEACHER? ▪ … ¿What is the educational inclusion? A B C D  ▪ Educational inclusion is understood as the set of educational actions and measures aimed at Educational inclusión identifying and overcoming the barriers to learning concept and participation of all students and promoting educational progress of all, taking into account the Source:Decreto85/2018,de20denovie different capacities, rhythms and styles of mbre, porelqueseregulalainclusióneducativadel learning, motivations and interests, personal, alumnadoenlacomunidad social and economic, cultural and linguistic autónomadeCastila-LaMancha. [2018/13852] situations; without equating difference with inferiority, so that all students can achieve the maximum possible development of their personal potential and abilities  Source: https://www.yout ube.com/watch? v=luNu7bpTj20  COLOR COLOUR SÍMBOLO SYMBOL IMAGEN IMAGE/PIC Escoge un color que Escoge un símbolo que Escoge una imagen que Pick up a colour that Pick up a symbol Pick up an image represente la idea. represente la idea. represente la idea. represents Explica porthe qué idea. has that represents Explica the por qué has that represents Explica the por qué has Explain why elegido ese did coloryou idea. Explain elegido why ese color idea. Explainesta seleccionado why pick that colour did you pick that imagen did you pick that colour colour VISIBLE THINKING PROYECT Inclusion is about the participation of all students and adults. It is about supporting schools to be more responsible regarding the diversity of their students, whether based on their backgrounds, interests, experiences, knowledge, skills, abilities or otherwise.  ▪S.E. (Special Education) have suffered from changes during XX century Important TRANSFORMATIONS ORDINARY SPECIAL EDUCATION EDUCATIONAL SYSTEM EVOLUTION ORDINARY EDUCATIONAL EDUCATIONAL SPECIAL NEEDS SYSTEM  STUDENTS NEEDS: LEARNING LEARNING DIFFICULTIES DIFFICULTIES EVOLUTION PERSONAL PERSONAL ENVIRONMEN VARIABLES VARIABLES T VARIABLES SCHOOL RESPONSIBILITY  “Hombre malo no es aquel que se excede en la bebida, mata o traiciona; es el cobarde, estúpido o débil” Homero In ancient times… “Los débiles y los retrasados mentales tienen escaso lugar en la sociedad” Platón “En cuanto al abandono y al cuidado de la prole, promúlguese la ley de que ningún niño deforme merecerá vivir” Aristótel es  HISTORICAL DEVELOPMENT OF SPECIAL EDUCATION DEFICIENCY/HANDICAP 1900-1940: DETERMINISM ORGANIC CAUSES INNATES (INHERENT TO THE CHILD) STABLE DIFFICULT TO MODIFICATE, SCARCE POSSIBILITIES OF EDUCATIONAL INTERVENTION  HISTORICAL DEVELOPMENT OF SPECIAL EDUCATION CONSEQUENCES INCREASED NUMBER OF WORKS FOR CATEGORIZATION OF ▪ Need of a precise diagnosis DISORDER (inteligence tests) ▪ Educational attention to students with delay in specific centers: - “different” teaching (assistance) - Specialized teachers - Specific resources  HISTORICAL DEVELOPMENT OF SPECIAL EDUCATION CONSEQUENCES 1940-1950: ▪ Discussion on the organic and incurable origin of the disorders ▪ Behaviorist currents: role of lack of adequate stimulation and incorrect learning processes.Comienza a plantearse la posibilidad de intervención educativa ▪ Differentiation between "endogenous" and "exogenous" causes. ▪ Continued extension of SECenters: lower student ratio and specialized educational attention.  HISTORICAL DEVELOPMENT OF SPECIAL EDUCATION ▪ New concept of developmental disorders: - Disability can be defined in terms of the educational response that the center provides - The educational system can "favour" the learning of these students. 1960-1990: ▪ A different perspective on learning processes: - active role of the learner, individualized and shared process DEEP TRANSFORMATION ▪ The review of psychometric assessment: S 1. Not for permanent classification of students 2. Analysis of students' learning potential 3. Assessments related to educational practice and curriculum  HISTORICAL DEVELOPMENT OF SPECIAL EDUCATION ▪ Teachers training - innovative experiences in the educational attention to students with difficulties Extension of compulsory education 1960-1990: - generalization Secondary eduactionn: DEEP of TRANSFORMATIONS “comprehensive” school ▪- School Schoolfailure associated with social, cultural and educational drop-out: causes - The boundary between normality, failure and impairment is redefined. - Assessment of special education schools: - - limited results in specific centers  HISTORICAL DEVELOPMENT OF SPECIAL EDUCATION ▪ Positive experiences of integration - begin to receive social and governmental support 1960-1990: - Normalizing stream of social services: DEEP - Social movements in favor of equality TRANSFORMATIONS - greater sensitivity to disability  ON S Consequencesofthistrends: ▪ CONCEPT: 1960-1990: - Perspective grounded on educational NEEDS ▪ PRACTICE: educational needs DEEP TRANSFORMATIONS - Educational Integration which, in turn, will drive changes in curriculum, school organization and teacher training  3. L N ▪ START: Warnock REPORT (1978) https://www.youtube.com/watch?v=RSd8yNDjAk8 EDUCATIONAL SPECIAL ▪ In Spain appears at 1990 with LOGSE NEEDS ▪ Educational Special Needs Definition: “Student with a learning problem throughout their schooling who needs more specific attention and greater educational resources than those necessary for peers of their age”  WARNOCK, M. (1987). Encuentro sobre Necesidades Educativas Especiales. Revista de Educación, nº Extraordinario, pp.45-73 CONCEPTUALFOUNDATIONS: 1) All children have educational needs 2) All have the right to education 3) No child shall be considered ineducable 4) The aims of education are the same for all. 5) Special Education (SE) consists of responding to SEN (Specific Educational Needs) in order to achieve common objectives. 6) There are not two types of children: normal and special. 7) SEN form a continuum of needs. 8) The SE will be understood as a continuum of benefits. 9) Special supports are additional to regular supports 10) Support should depend on the need, not on the category of impairment with which it is diagnosed 11) Teacher training, revision of legislation, collaboration with social organizations, promotion of research, etc. 1987: Constitución Española; Art.14. Igualdad ante la ley + Art.27.1 Derechoa la Educación ▪ Characteristics of this definition: - It affects a continuum of learners:: They can present SEN of different severity at different times and depending on the cause MILD SERIOUS DIFFICULTIES DIFFICULTIES - It is a relative and contextual concept: it also depends on the family and social environment and the characteristics of the educational - centersRigidity Contents = Higher Learning Diffculties HIGHER Contents Homogeneity Currently we dont talk of Special Educational Needs but of Specific Educational SUPPORT NEEDS (ACNEAES in Spanish)  TYPES OF ACNEAE SCHOOLING ACNEAE: EDUCATIONAL Students with SPECIAL Specific NEEDS: ORDINARY SCHOOLS Educational -Disability PREFERENTIAL Support -Serious behavior Needs disorders HIGHC CAPACITIES ORDINARY SCHOOLS LATE INTEGRATION IN WITH SCHOOL EDUCATIONAL SYSTEM REINFORCEMENT AND INTEGRATION MEASURES SPECIFIC PRIORITIZING ORDINARY LEARNING MEASURES OVER DIFFICULTIES EXTRAORDINARY ONES PERSONAL CONDITIONS PRIORITIZING ORDINARY AND/OR SCHOOL MEASURES OVER HISTORY EXTRAORDINARY ONES  SOURCE: https://www.educacionyfp.g ob.es/mc/redie-eurydice/sist emas-educativos/apoyo- educativo.html  ▪ Definition of the target group ▪ Measures of attention to diversity ▪ Ordinary measures of attention to diversity ▪ Extraordinary measures of attention to diversity ▪ Students with special educational needs associated with disability or severe behavioral disorder Index ▪ Students with high intelectual abilities ▪ Students with late incorporation to the educational system ▪ Students with specific learning difficulties ▪ Students with personal conditions or school history  ACNE AE Ley Orgánica 2/2006, de 3 de mayo, de Educación (Última modificación por La Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación). Article 71.2. It is up to the Educational Administrations to ensure the necessary resources so that the students who require educational attention different from the ordinary one, due to presenting special educational needs, due to maturational delay, due to language and communication development disorders, due to attention disorders or of learning, due to a serious lack of knowledge of the language of learning, because they are in a situation of socio-educational vulnerability, because of their high intellectual capacities, because they joined the educational system late or because of personal conditions or school history, can achieve the maximum possible development of their personal abilities and, in any case, the Definition of target group Ley Orgánica 2/2006, de 3 de mayo, de Educación (Última modificación por La Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación). For presenting special educational needs due to developmental delay For developmental language and communication disorders Due to attention or learning disorders Due to serious ignorance of the language of learning Being in a situation of socio-educational vulnerability Because of their high intellectual abilities For having entered the educational system late Due to personal conditions or school history Attention to diversity measures (https://www.youtube.com/watch? v=O0xdaCEqrU0) Attention to diversity measures are aimed at responding to the specific needs of students and the achievement of the objectives of the educational stage. In ordinary educational centers, in accordance with the model of attention to diversity of the Spanish educational system, the development of measures to attend to educational needs contemplates the entire student body. These measures, depending on the level of support for students, can be classified into ordinary measures and extraordinary measures. Ordinary attention to diversity measures Ordinary measures are considered those that affect the general organization of the center, among which are: They DO NOT significantly modify the objectives, contents, evaluation criteria, learning standards assessable or basic skills. The organization of student groups Strategies that favor universal accessibility and allow the full and active participation of students in learning (access to spaces, the curriculum and resources, reception activities, promotion of actions aimed at the socialization of students and the appreciation of diversity , organization of supports and reinforcement activities, prevention of absenteeism and early school leaving) The tutorial and guiding action The use of spaces Coordination and joint work between the different professionals and collaborators in the educational center and in the classrooms The participation of agents external to the center in actions of a socio-educational nature Guidance, training and family mediation actions that favor the approach of families to the centers, enable their involvement in the educational process of their children and, if necessary, their integration into the social context. Ordinary measures of attention to diversity These measures also include the prevention and detection of learning difficulties, among which the following stand out: -The application of reinforcement and support mechanisms individualized attention - Adaptation to different learning rhythms - Support in the classroom, group splitting and flexible grouping - The selection and application of various resources and methodological strategies - Non-significant adaptations of the curriculum - The adaptation of curricular materials CLASS ACTIVITY: WHAT TO DO HERE? ((https://www.youtube.com/watch?v=-IO6zqIm88s) (https://www.youtube.com/watch?v=8aD8j7IMdvo) Extraordinary measures of attention to diversity: Extraordinary measures are aimed at responding to the more specific educational needs of students, and complement those of an ordinary nature. Its recipient is the student body that, for various reasons, encounters greater difficulties than the rest in their learning, for which it requires educational attention that is different from the ordinary one and the establishment of precise resources. The application of these measures requires, previously, the diagnosis of the educational needs of the students through the psychopedagogical evaluation carried out by the specialized guidance services. In addition, its continuous monitoring is necessary to be able to adapt the decisions made and allow the greatest possible access of said students to the curriculum and ordinary schooling. These extraordinary measures are applied only in compulsory education (students from 6 to 16 years of age). Main measures of attention to diversity of an extraordinary nature in compulsory education: - Significant curricular adaptations. To adapt the ordinary curriculum to the more specific needs of the students, its essential aspects are modified: objectives, contents and evaluation criteria. - Basic Vocational Training (FPB). - Learning and performance improvement programs (PMAR): These programs are preferably aimed at students who have significant learning difficulties not attributable to lack of study or effort and are developed from the 2nd year of ESO. - Flexibility of permanence in the educational level or stage: This measure is specified for each of the student profiles that present specific needs for educational support. 1. Students with special educational needs The response offered to these students is to provide them with the necessary support so that they can continue learning. On many occasions, these students require that the elements of the curriculum be adapted to their needs and/or that access to content be facilitated through technical aids. Attention measures for students with special educational needs associated with disability or serious behavioral disorder: Significant curricular adaptations: To adapt the ordinary curriculum to the needs of the students, its essential aspects are modified: objectives, contents and criteria of evaluation The support teachers that the educational centers have, Teachers with specialties in Therapeutic Pedagogy or Hearing and Language, reinforce the work of the responsible teachers. Detailed information about this teaching staff can be consulted in the articles of the teaching staff chapter referring to Early Childhood, Primary and Secondary Education. Adaptations of access to the curriculum: It allows modifications or forecasts of resources, whether personal or material, so that students with certain accessibility difficulties can take the ordinary curriculum. They are based on technical aids, alternative communication systems or elimination of architectural barriers Special Education Classrooms in ordinary centers: They are group programs adapted for students with severe physical, mental or sensory disabilities, or serious personality or behavioral disorders. The very significant adaptations that they require are carried out in a specific classroom within the ordinary center, and are compatible with their participation in part of the ordinary school activities, which favors their adaptation and social integration. (https://www.youtube.com/watch?v=oWHsMnirnr4) 1. Students with special educational needs Reduction of the number of students per classroom: When students with special educational needs are enrolled in a classroom, the number of students in the same is reduced Support from specialized teachers: This support can be given inside or outside the classroom, individually or in a small group, depending on the needs of the students and based on the curricular adaptation that has been made. Flexibility of permanence in the educational level or stage: The schooling of students with special educational needs may be extended for one more year. When this second repetition takes place in the third or fourth year, the age limit will be increased by one year. Exceptionally, students may repeat a second time in the fourth year if they did not repeat in the previous years of the stage. The repetitions will be done in such a way that the curricular conditions are adapted to the needs of the students and will be aimed at overcoming the difficulties detected. This measure will be accompanied by a specific personalized plan aimed at overcoming the difficulties that have been detected in the previous course. Flexibility in the beginning of schooling in the second cycle of E. Infantil or extension of permanence.  2. High Intellectual capacities students Educational administrations are responsible for:  Adopt the necessary measures to identify and assess gifted students early  Adopt action plans and curricular enrichment programs appropriate to these needs, which allow students to develop their abilities to the maximum.  The schooling of students with high intellectual abilities may be made more flexible, including both the teaching of content and the acquisition of skills typical of higher courses, as well as the expansion of content and skills of the current course, as well as other measures.  The pace and learning style of students with high intellectual abilities and of students who are especially  3. Late incorporation students (to the educational system) The schooling of students who join the education system late will be carried out according to their circumstances: a/Knowledge b/Age c/Academic record/history. Attention measures for late-entry students into the education system: 1. Specific attention to students with serious deficiencies in the official language: will be carried out simultaneously with their schooling in ordinary groups 2. Schooling in a lower grade: In the event that there is a gap in their level of curricular competence of more than two years, also adopting the necessary reinforcement measures that facilitate their school integration and the recovery of that curricular gap Educational administrations must favor the incorporation into the educational system of students who, because they come from other countries or for any other reason, join the Spanish educational system late. To this end, programs and plans are designed and measures are put in place to ensure that these students are enrolled in school. Among the programs and plans, the following stand out: Reception programs and plans Programs for teaching the language of the host society. It contemplates measures of two types: a) the Temporary Language Adaptation Classrooms (ATAL) Linguistic and curricular reinforcement actions. B) Programs for teaching the language and culture of origin (ELCO). 4. STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES The schooling of students with specific learning difficulties is based on the principles of normalization and inclusion with the aim of ensuring non-discrimination and effective equality in access and permanence in the education system. The educational administrations will determine the terms by which the identification, assessment and intervention of the educational needs of these students must be governed, adopting the necessary measures so that it is carried out as early as possible. 5. STUDENTS WITH PERSONAL CONDITIONS OR SCHOOL HISTORY It is based on the principles of normalization and inclusion with the aim of ensuring non-discrimination and effective equality in access and permanence in the educational system.  Source: http://www.educa.jccm.es/ es/normativa/decreto-85- 2018-20-noviembre- decreto-inclusion- educativa Suggested activity: Lectura decreto de Inclusión Educativa Castilla-La Mancha LIST OF ACNEAES IN THE SCHOOL PLAN DETRABAJOINDIVIDUAL INDIVIDUAL PLAN WORK SEE REAL CASE  OTHER DIVERSITY IN THE INCLUSIVE SCHOOL In every educational context and scenario, two ways of responding to the fact of diversity should be considered: -The positive answer, which has to do with the right of every human being to be different, and The negative response that generates discrimination or inequality. -The response to valuable diversity is positive diversity because it expresses and enriches the possibilities of being human. -Diversity is a fact that occurs in social groups and that is an opportunity to learn and improve. In educational centers, the diversity existing in society is reproduced, as well as the assessment made of it in its different manifestations: -Cultural diversity. -Diversity of capabilities. -Diversity of sexual orientation. -Gender diversity. -Diversity of socioeconomic means. SOURCE: https://www.euskadi.eus/educacion-inclusiva-atencion-diversidad/web01-a3hinklu/es/  The DIVERSITY in the inclusive school Cultural diversity. All people belong to specific cultures and are culturally distinct, but still attitudes of contempt persist towards cultures that are not their own and that must be overcome. Diversity of capabilities. Any person can present certain capacities in some facets and in some contexts, but at the same time, have fewer capacities in others. The inclusive school has to enrich its proposals, its strategies and its contexts, so that students of all types, from those with high abilities to those with more difficulties, can develop to the maximum, so that all students reach the maximum degree of development of their abilities. The challenge for the education system is to achieve the highest level of excellence possible with the least possible loss of equity. Diversity of sexual orientation. People have different orientations when it comes to feeling and exercising their sexuality. The lack of historical recognition of this diversity means that part of the student body has felt or feels not included in the school. Gender diversity. Gender is a social construct that shows unfair inequalities that condition the present and future of all students. Diversity of socioeconomic means. Girls, boys and young people from disadvantaged social and economic strata constitute a very important risk group. They start from a situation of significant disadvantage in access to the educational system, and this disadvantage can be greater if the school community does not provide the means so that they do not fail at school, both in access to education, as well as in participation and achievement. academic. This situation must be reversed, because it is unfair, at least in the school. source: https://www.euskadi.eus/educacion-inclusiva-atencion-diversidad/web01-a3hinklu/es/  THE DIVERSITY IN THE INCLUSIVE SCHOOL In the inclusive school, teachers, students, families and/or legal representatives and social agents participate and develop a sense of community among all of them, which leads them to build social spaces of belonging, where all types of students can feel part of from the center. The school must be a true community, an organized context that offers a welcoming, rich and diverse experience in which each person is known, recognized and treated as such, and participates directly in the school activity. This means that the educational community of the center must move forward to: Have a stable, flexible and strategic teaching team with shared projects that build the educational community at various levels: classroom, cycle, stage, center and community environment, facilitating the democratic participation of many. Build a welcoming, collaborative and stimulating school community in which each person is valued in all their abilities and potential as a fundamental foundation to ensure the school success of all students. In short, inclusive education supposes an attitude and a commitment to the task of contributing to a quality and equitable education for all students. It has to do with all children and young people. Fuente: https://www.euskadi.eus/educacion-inclusiva-atencion-diversidad/web01-a3hinklu/es/ It focuses on presence, real participation and achievement in terms of  FOR A CENTER TO FUNCTION AS A TRULY INCLUSIVE ENVIRONMENT IT NEEDS TO: Propose inclusive, varied and accessible complementary and extracurricular activities for all students, which are of interest to all. The resources of the immediate environment (municipality, town, neighborhood) can and should be known and used to support learning, as well as those provided by information and communication technologies. Make efficient use of technological tools. The use of these technologies in the classroom, in addition to being accessible to all students, should lead to a transformation in teaching methodologies, with ICTs at the service of teaching methodologies. Coordinate and visualize all the supports from the perspective of the students and their development. Supports that will preferably be carried out in shared contexts and for the group. Broad support that should influence the coordination of the teaching staff, in collaboration between professionals, to respond to the needs of all students. This implies a rethinking of the individual and collective interventions that are currently provided and requires reflection to analyze whether they are inclusive practices or increase barriers to learning and limit student participation. https://www.youtube.com/watch?v=baSVbdOTa1U https://www.cmmplay.es/video/ conocimiento-yo-aprendo-tu-aprendes-