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Special educational needs


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How we work with children with SEN

Published in: Education
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Special educational needs

  1. 1. Special Educational Needs
  2. 2. Types of classes for children with special needs A- In ordinary classrooms B- Supportted by a special teacher(in maths and Spanish language) C- In special classes in ordinary schools - D- In specific schools
  3. 3. SEN in Gines Morata School • 10 Ordinary classes (kindergarden & 6-7years) –with 15 children wiht SEN, a special teacher suported them in their classroom. (Just 2-3 sessions a week). They have 1/2 sessions a week with Speech therapist in/out the classroom • 1 special classroom for ASD - Autism Spectrum Disorder- 5 children, 1 teacher, 1 assistant ( ages 4-11). • 1 special classroom for other children with serious SEN – 8 children, 1 teacher, 1 assistant (ages 7-13). • A Psyco-pedagogist cooperates at school twice a week. • These pupils can stay for two years more at school.
  4. 4. SEN CLASS Methodology- - Individualization - Polysensorial information. - Working in small teams - Learning from everyday life - Generalization of learning. - Social reinforcement. - Prioriy to procedural and attitudinal contents. -Frequent resting periods The space organization allows 1- different types of tasks (individual, pairs, teams). 2- developping activities in three-steps ( - Bandura) showing, guided practice and autonomous practice
  5. 5. • DIFFERENT PLACES FOR WORKING 1-Assembly, Calendar, weather, diary, etc 2 Two working areas (younger- older children 3 Class library: stories, magazines, comics, etc. 4 ICT area: where activities are performed on the computer. 5 Relax area • CRITERIA FOR SELECTION AND USE OF MATERIAL 1 Suitable for age. 2-Multipurpose, 3-Safe in use. 4-Non sexist. 5-Non violent 6-Attractive & motivating 7-Suitable for the intended learning. 8-Coherent with the methodology 9-Adjusted to the educational needs of the students
  6. 6. The students do most of the activities in the classroom, although some of them attend other classes for promoting their inclusion (usually PE, Music, arts, story time,). All of them can participate in common activities at school wiht the rest of the pupils. These activities are breaks, trips, library, festivals, gardering, work shops, performances, concerts etc.
  7. 7. ASD CLASS • STRUCTURED EDUCATION. RULES • Creating simple and anticipated environments. • Using schedules with activities. • Keeping a directive attitude. • Haviing clear goals. • Using defined programs and procedures. • Distribution of physical space through the use of clear and visible boundaries so the student cab understand what has to be done in every place.
  8. 8. The classroom is divided into different corners with physical and / or visual boundaries that divide spaces and activities • 1. Diary corner. • 2. Individual work nooks. • 3. One-on-one work corner. • 4. Table for common or group activities. • 5. Computer corner. • 6. Calm corner.
  9. 9. TEACCH METHODOLOGY: Treatment and Education for Autistic Children and other Communication Handicapped • Clear and defined spatial structure of the classroom. • Stable temporary organization (routines) although flexible to be able to adapt to the needs and difficulties that may arise in the classroom. • Learning without error. • The use of techniques such as modeling or molding. • Encourage the generalization of learning, for which it is necessary that they find meaning to them, so we will seek functional learning that will be developed in the most standardized possible contexts. • Use of visual aids.
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  12. 12. MAKING THEM PRESENT AND ACCEPTED BY THE EDUCATIONAL COMMUNITY • Celebrating autism day and other commemorations. • Volunteering. the rest of the pupils develop volontier tasks for helping SEN children • Going and working into ordinary classes. • Godfathers • Visit of experts. • Assignment of a reference classroom for participation with classes in complementary and extracurricular