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Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School
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Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary School

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  • 1.  
  • 2.
    • IN THE CLASSROOM : THE TEACHER
    Detect the problem
    • Foreign pupils without any or little knowledge about Spanish language.
    • Misbehaviour problems
    • Learning difficulties
    • Other difficulties
    The teacher asks for help : PT(Special Education teacher) AL(Audition and language teacher) EOEP (guidance team)
  • 3. MEAUSURES OF ATTENTION TO DIVERSITY RESOURCES: MATERIALS AND STAFF ORGANIZATIONAL AND CURRICULARS: - SCHOOL : PAD (DIVERSITY ATTENTION PROJECT) -CLASSROOM : METHODOLOGYCAL. - INDIVIDUAL : PLAN OF SUPPORT
  • 4.
    • Audition and Language Teacher (AL)
    • Special Education Teacher (PT)
    • Guidance Primary Team (E.O.E.P.) : Educational psychologist and Social Worker .
    • Teacher tutor.
    • Ordinary support teachers.
    • Auxiliary technician of Special Education
  • 5. GUIDANCE TEAM E.O.E.P Evaluation and Diagnostic Decide the individual educational needs from each pupil. Propose how to work
  • 6. A.C.N.E.A.E. Pupils With Special Educational Needs Late Integration In the Spanish Educational System Learning Difficulties Difficulties Related to Unfavourable Conditions Intellectual High Abilities
  • 7.
    • CONDITIONS :
    • Hearing disability
    • Visual disability
    • Motor disability
    • Intellectual disability
    • Disorder of the language
    • Widespread disorder of the development
    • Serious disorder of behaviour
    • Delay of the development
    • ATTENTION MEASURES :
    • Different types of schools
    • Special Education School
    • Ordinary Primary or Secondary School.
    • Combined School: based on pupils needs and school characteristics.
    • Individual curricular adaptations: of access, significant and not significant
  • 8.
    • Conditions:
    • Intellectual high abilities
    • Late integration in the Spanish Educational System
    • Learning difficulties
    • Difficulties related to unfavourable conditions
    • Diversity attention measures:
    • - Evaluation of the curricular/linguistic competence :
    • 2 years out of phase: (significant curricular adaptation)
    • Less than 2 years out of phase: (not significant curricular adaptation)
    • - Work proposal .
  • 9.
    • Special Education School
    • Ordinary Primary or Secondary School
    • Combined Schooling
    Based on : . Specific need of educational support the pupil needs. . Type or severity level of the disability . . Organizational and material Resources of the center to attend to the specific needs of the pupil .
  • 10. Offer Of Education Schooling Report (E.O.E.P. ) (GUIDANCE TEAM) Report of the Educational Inspection Resolution of schooling of the Provincial Education service.

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