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

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

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