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
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.
- Polysensorial information.
- Working in small teams
- Learning from everyday life
- Generalization of learning.
- Social reinforcement.
- Prioriy to procedural and attitudinal
-Frequent resting periods
The space organization allows
1- different types of tasks (individual, pairs,
2- developping activities in three-steps ( -
Bandura) showing, guided practice and
• 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
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.
• STRUCTURED EDUCATION.
• Creating simple and anticipated
• Using schedules with activities.
• Keeping a directive attitude.
• Haviing clear goals.
• Using defined programs and
• 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.
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
• 5. Computer corner.
• 6. Calm corner.
TEACCH METHODOLOGY: Treatment and
Education for Autistic Children and other
• 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
• 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
• Use of visual aids.
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.
• Visit of experts.
• Assignment of a reference classroom for participation with classes
in complementary and extracurricular