Seminar children special needs holanda


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Seminar children special needs holanda

  2. 2.  Law - Decreto-Lei nº 3/2008, de 7 de Janeiro  Inclusive education  Students With Special Needs Specialized Suport Special Education in schools Special Schools and Units Process of referral Individual Educational Program Individual Transition Plan Educational Measures       
  3. 3.  The present law defines the support specialist to provide pre-school education and in primary and secondary sectors of the public, private and cooperative, creating conditions for the adequacy of the education process for students with special educational needs with significant limitations.
  4. 4. EDUCATION IN PORTUGAL  Inclusive education aims to educational equity, and this meant to guarantee equality, both in access and outcomes.  In the context of educational equity, the system and educational management must ensure the diversity of strategies to students with special needs.  The inclusive school requires individualized and personalized educational strategies, as a method to pursue the objective of promoting skills enabling universal access to full citizenship.
  5. 5.  Students with limited significant level of activity and participation, one or more areas of life, resulting from changes, structural and functional, permanent, resulting difficulties in continuing the level of communication, learning, mobility, autonomy, interpers onal relationship and social participation.
  6. 6.  The specialized support may involve the adaptation of strategies, resources, content, processes, procedures and instruments as well as use of technology support.  Therefore, it is not only measures for students but also measures of change in the school context.  Some disabilities require positive action that require different degrees of intensity and specialization.
  7. 7.  Special education aims at the inclusion educational and social, educational access and success, autonomy, emotional stability, and to promote equal opportunities, preparation for further studies or for adequate preparation for employment and for a transition from school to employment of children and youth with special needs.
  8. 8.  The schools financed Ministry of Education can not reject the registration of any child or young based on disability or educational needs.  Children and young people with Special needs have priority in registration, to attend the kindergarten or school-children.
  9. 9.  Schools should include in their educational projects the adjustments related to teaching and learning, organizational and operational nature, necessary to respond adequately to children and young people to ensure their greater participation in the activities of each group or class and school community in general.
  10. 10.  Specialized Services for Special Education in schools  The specialist services of special education designed to promote the existence of conditions that ensure the full integration of pupils, should combine its business with the structures of educational guidance.  Specialized services of special education: Psychology and guidance services; Special education group.
  11. 11.  Special Schools a) Schools of reference for bilingual education deaf students; b) Schools of reference for the education of blind students and low vision.  Units a) Structured teaching units for the education of students with autism spectrum disorders; b) Units of specialized support for education students with multiple disabilities and congenital deaf-blindness.
  12. 12.  Should occur as early as possible, detecting the risk factors associated with limitations or disability.  The referral shall be made at the initiative of parents or guardian, the emergency services earlier, teachers or other experts or services that involved with the child or young person or have knowledge the possible existence of special educational needs.
  13. 13.  Process of referral/evaluation  The model of the individual educational program is approved by resolution of the pedagogical council and includes process data of the individual student, including identification, school history and relevant staff, conclusions the evaluation report and the adjustments in the process teaching and learning to perform, indicating goals, strategies, human resources and materials and evaluation forms.  The model incorporates the individual educational program indicators functionality as well as factors which function as environmental or as facilitators barriers to business and student participation in school life obtained by reference to the International Classification of Functioning, Disability and Health, in terms that identify the profile of specific functionality.
  14. 14.  The model of individual educational program shall include, among others, must: a) The identification of the student; b) The summary of the school history and other background relevant; c) characterizing feature indicators and acquisitions and difficulties of the student; d) The environmental factors which act as facilitators or as barriers to participation and learning; e) Definition of educational measures to be implemented;
  15. 15.  The model of individual educational program shall include, among others, must: f) Breakdown of the contents, the general aims and specific to achieve and the strategies and resources and materials to be used; g) Level of student participation in educational activities the school; h) Time distribution of the different activities planned; i) Identification of staff responsible; j) Definition of the evaluation process of the implementation the individual educational program; l) The date and signature of participants in their preparation and those responsible for implementing educational responses.
  16. 16.  Students with special needs should complement the educational program individual with an individual transition plan to promote the transition to life after school and, whenever possible, to pursue a professional with appropriate rehabilitation, family or an institution for occupational status.  The implementation of individual transition plan, begins three years before the age limit of schooling required, without prejudice to the preceding article.  In order to prepare the transition from young to life after school, the individual transition plan should promote training and skills social conditions necessary to introduce the family and community.
  17. 17.  The educational measures referred are: a) Support personalized teaching; b) Adequacy individual curriculum; c) Adequacy in the process of registration; d) Adequacy in the evaluation process; e) Curriculum specific individual; f) Technology support.
  18. 18.  Natação.wmv
  19. 19.  Bilingual education of deaf students 1 - The education of deaf children and young people should be made in bilingual environments that allow the domain the LGP, the domain of written Portuguese and eventually spoken, racing to the school contribute to the growth language of deaf students, to the adequacy of the process access to the curriculum and the educational and social inclusion. 2 - The concentration of deaf students, entered a linguistic community and a reference group socialization consisting of adults, children and youth different ages using the LGP promotes conditions developmentally appropriate language and this enables development of teaching and learning in groups or groups of deaf students, starting this process in early ages and concluding in secondary education. 3 - The reference schools for bilingual education of deaf students shall constitute a specialized educational response developed in clusters of schools or schools secondary to concentrate these students in a school in groups or classes of deaf students.
  20. 20. Agrupamento Escolas Cavaco Filme Cavaco Escola Humana
  21. 21.  Education of students with low vision and blind 1 - The reference schools for the education of students blind and low vision children and youth focus one or more counties, depending on its location, existing transport network. 2 – Schools shall constitute an educational response developed in specialized groups of schools or high schools that focus and blind students with low vision.
  22. 22.  Units of structured teaching for education of students with autism spectrum disorders 1- These Units are one education response developed specialized in schools or school clusters to concentrate groups of students who manifest this disorders 2- The organization of the educational response should be determined for the degree of severity, level of development cognitive, linguistic and social, educational level and age.
  23. 23.  Units of specialized support for education students with multiple disabilities and congenital deafblindness. 1 – This Units are a specialized educational response developed in schools or school clusters that focus groups of students who show these problematic. 2 - The organization of the educational response must be determined manifested by the type of difficulty, the level cognitive development, language and social and age of the students.
  24. 24.  Agrupamento Escolas Oliveira Junior
  25. 25. 1 - In the context of early childhood (0-5 years old) intervention are created groups of schools of reference for the placement teachers. 2 - The objectives of the school clusters are: a) Ensure coordination with health services and social security; b) Strengthen the technical teams, providing services within the early childhood intervention, financed by social security; c) Ensure, within the ME, the provision of services of early childhood intervention.
  26. 26.  CERCIS The CERCI's emerged from the second half of the 70s, and an initiative for parents, coaches and individuals concerned with the problems of people with intellectual disabilities and are part of a movement range of charitable giving and the testimony of the power dynamics of Portuguese society, who faced with the problems of people with intellectual disabilities. The CERCI's assume themselves as providers of services involved additionally in areas that are the inalienable responsibility and obligation of the State.
  27. 27.  CERCIS The major objective of CERCI's structure is appropriate and necessary responses to the development of children, youth and adults with disabilities, as well as support and promote diversified so their inclusion in society. At the beginning of its activity, the work of CERCI's was primarily directed to the school age population and consisted in supporting special educational needs. Thus, pioneered in Portugal in the creation of Schools of Special Education for children with intellectual disabilities and / or multiple disabilities, breaking with a tradition of care only care hitherto prevalent in our country. A significant number of cooperatives, provide a significant number of valences of care in order to cover different ages and different degrees of disability. Part of these valences, the Vocational Training Centres, Occupational Support Centers, Residential Units, Units Early Intervention, Centers for Protected Employment, Enclaves and Family Support Units, Home Care, among others.
  28. 28.  National Distribution CERCI’s  Filme
  29. 29. Portugal