Tema 04 - Glosario de Términos PDF

# **TÉCNICAS PEDAGÓGICAS DE DIAGNÓSTICO PARA ALUMNADO CON NECESIDADES LOGOPÉDICAS** - Curso Académico: 2024/2025 (1º cuatrimestre) - Código: 1057 - Titulación: GRADO EN LOGOPEDIA - Curso: SEGUNDO ## **Tema 4** ### Glosario de términos vinculados con la respuesta educativa en los ACNEAE. ### **1...

# **TÉCNICAS PEDAGÓGICAS DE DIAGNÓSTICO PARA ALUMNADO CON NECESIDADES LOGOPÉDICAS** - Curso Académico: 2024/2025 (1º cuatrimestre) - Código: 1057 - Titulación: GRADO EN LOGOPEDIA - Curso: SEGUNDO ## **Tema 4** ### Glosario de términos vinculados con la respuesta educativa en los ACNEAE. ### **1. Alumnado con necesidades específicas de apoyo educativo (ACNEAE)** The Organic Law 3/2020 of December 29 (LOMLOE) in its article 71, establishes a new conceptualization of students who require an educational response that is different from the ordinary, that is, who require specific supports and educational attention to achieve the learning objectives adapted to their development. Within the ACNEAE, we find: - Students with Special Educational Needs (ACNEE), who present disabilities or serious behavioral disorders. - Students with delayed maturation. - Students with developmental language and communication disorders. - Students with attention or learning disorders. - Students with serious lack of knowledge of the language of learning. - Students in a situation of socio-educational vulnerability. - Students with high intellectual abilities. - Students who have joined the educational system late. Personal conditions or school history. Educational administrations will establish the procedures and resources necessary to identify early the specific educational needs of students, initiating comprehensive attention to students with specific educational support needs from the moment such a need is identified and will be governed by the principles of standardization and inclusion. For this purpose, the Educational Administrations will have the necessary teaching staff of the corresponding specializations and qualified professionals, as well as the necessary means and materials to provide appropriate care to these students, equipping the centers with the necessary resources based on criteria that will be the same for both public and private-concerted centers. ### **2. Figures related to the educational response to students with specific educational support needs (ACNEAE)** - **Educational counselor:** Although they have more functions, as far as we are concerned in this topic, the educational counselor can advise on the personalization of teaching to meet the learning needs of each student. As well as, make adjustments in the educational responses to the different requirements; some changes that are implemented through curricular or methodological adaptations. - **Hearing and Language Teacher (HL):** Specialist dedicated to promoting the prevention of language problems, the development of communicative-linguistic abilities and the solution of specific language and communication problems in an educational center. - **Therapeutic Pedagogy Teacher (TP):** Specialist who facilitates strategies and methodologies for working with attention to diversity from an inclusive perspective, provides individualized attention to students with special educational needs, advises and provides support to the teaching staff of the center, collaborates in the development of curricular adaptations and participates in the coordination of the professionals who intervene in the education of students with SEN. - **Educational Technical Assistant (ETA):** They are the professionals in charge of providing support and assistance to teachers and, in general, to the school, in various tasks. They especially help students with problems of autonomy due to physical, mental or organic problems. - **Educational and Psychopedagogical Guidance Teams (EOEP):** The Educational and Psychopedagogical Guidance Teams (EOEP) are multidisciplinary in nature and constitute the technical support for guidance in the stages of early childhood and primary education. Although they also collaborate with the guidance services of secondary schools and special education centers. The Educational and Psychopedagogical Guidance Teams are organized as follows: - **Sector Educational and Psychopedagogical Guidance Teams**. They carry out the psychopedagogical evaluation and report required for the adequate schooling of students who present special educational needs and high intellectual abilities, as well as for the monitoring and support of their educational process. - **Early Intervention Educational and Psychopedagogical Guidance Teams**. Early intervention teams are responsible for the early detection of special educational needs and orientation and support for parents in order to achieve optimal development for their children, focusing their actions on the first cycle of early childhood education. - **Specific Educational and Psychopedagogical Guidance Teams**. They provide specialized support to sector teams, early intervention teams and guidance services of secondary schools, where students with special educational needs and high intellectual abilities are enrolled and, in collaboration with them, to schools and students who need it. - **Centers for Child Development and Early Intervention (CDIAT):** Commonly known as early intervention centers, they are not part of the school system but maintain a close relationship with schools, especially with early childhood education. They care for children from 0 to 6 years old who have developmental disorders or are at risk of developing them. That is, here we include the child population that presents different disabilities, and also children who present disorders or difficulties of varying degrees in any area of development: motor, communication, language, cognition, behavior or emotions. ### **3. Other related terms:** - **Psychopedagogical Evaluation Report:** It collects and analyzes all the information about the student that may be relevant: his personal and school history, medical data, information about the family context, the school context, the clinical diagnostic process (if it has been carried out); and explains the procedure to define the student's educational needs. However, it often happens that at the end of a psychopedagogical evaluation report it is concluded that a student does not present special educational needs, but another type of issues. Only when the report concludes that the student presents special educational needs can the schooling report be issued. - **Schooling Report:** Specific report that is prepared for students with special educational needs (ACNEE) and in which various measures and proposals are established: >- It "certifies" that a student has special educational needs >- It specifies what those special educational needs are. >- It dictates what human and material resources they need. >- Finally, proposes to the Educational Administration, which is the most appropriate schooling modality for that student, based on their special needs. - **Schooling Modality:** - **Ordinary schooling**, that is, schooling in an ordinary Infant, Primary or Secondary Center. While that center may have some extraordinary resources, both personal and material. This is the most common modality for children with special needs. - **Schooling in special education centers**. These are centers that have a different curriculum, a different pupil-teacher ratio and more specialized staff and materials. Special education "open" classrooms that exist in some ordinary schools can also be considered under this modality. - **Combined schooling**. The student attends and is assisted for some days at the ordinary center and for others at a special center or classroom. - **Hearing and Language Report Model:** This report focuses on students who only have specific difficulties with spoken language, excluding students with Specific Language Impairment (SLI), who will require the initial or review psychopedagogical report. The hearing and language report can be prepared by the guidance counselor, as well as by the hearing and language specialist teacher. The report will be prepared by the Guidance staff, or by the Hearing and Language Specialist Teacher. - **Individualized Curricular Adaptation (ICA):** They are all those adjustments or modifications made to the different elements of the educational proposal developed for a student in order to meet their specific educational needs. They can be of 2 types: - **Non-Significant:** they modify non-prescriptive or basic elements of the curriculum. These are adaptations with regard to time, activities, methodology, techniques and evaluation instruments. - **Significant:** Modifications that are made from the programming, after psychopedagogical evaluation, and that affect the prescriptive elements of the official curriculum by modifying general stage objectives, basic and core content of the different curriculum areas, and evaluation criteria.