The document discusses education measures in Andalusia, Spain to address diversity in primary and secondary schools. Some key measures mentioned include flexible grouping of students, extra support groups in core subjects like Spanish and math, and personalized programs to meet student needs and minimize school failure. It also describes curriculum adaptation programs for students with special needs or learning difficulties, as well as vocational training programs for older students to aid their social and educational integration. The goal of these measures is to promote each student's full personal and academic development.

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STEP 3: EDUCATION IN MY COUNTRY
The Council of Education in our Community, Andalusia, makes measures of attention
to the diversity in Primary and Secondary School.
They speak to us about a few organizational and curriculares measures , based on a
common education and about the attention to the personalized diversity according to
needs and they will be inside their educational project.
Measures orientated to answering to the needs of the students, in order that they should
reach the maximum possible development of the personal capacities and the acquisition
of the basic competitions and of the aims of the curriculum established from the
Primary Education and ESO. To improve their academic performance and to minimize
the situations of school failure.
Measures that have to bear the school and social incorporation. And a discrimination
does not suppose an hour to get the aims of the basic education and the corresponding
qualifications.
To these measures we can add the flexible groups, unfoldings groups in the instrumental
areas, on ordinary groups.
In the secondary school suports the groups in different areas, in 1 º and 2 º level.
Besides the programmas for the hours of free disposition in 1 º and 2 º levels.
Inside the programs of attention to the diversity of students, they are contemplated

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The programs of reinforcement of areas and instrumental basic matters, Spanish
Language, foreign language and mathematics. They are destined for the student does
not pass these areas, that has not overcome anyone of these areas, or those that it is
detected difficulties to them at any time.
The programs of reinforcement for the recovery of the not acquired learnings. For the
student that will have to overcome the evaluation corresponding to the above mentioned
program. They will be considered to be the strategies and criteria of evaluation The
specific plans personalized for the student that they does not promote of course.
The curricular programs of adjustment It is a measure of modification of the elements of
the curriculum, orientated to the student with special needs. (With educational special
needs, with serious difficulties of learning, with needs of educational compensation, or
with high intellectual capacities).
These programs are ruled for the beginning of normalization, school and social
incorporation, flexibilización of the education.
At the moment of enrolling in school it is a very importand for the students, the
circumstances, knowledge, age and academic record.
Types of programs of curricular adaptation and of supports:
Adjustments curriculares not significant. (Methodology, contents) Adjustments
curricular significant. (Aims(lenses) of stage, criteria of evaluation).
The educational support will be inside the class, and in cases out of the class.
Everything will remain reflected in the educational project of center.
The accomplishment of these adjustments will realize the special teacher and the
teacher of the area, with the advice of the departments of Orientation.
The application will be a responsibility of the teacher of the area with the collaboration
of the Special Teachers. The evaluation is shared.
The promotion and qualifications of the student will be done in agreement by the fixed
aims, for the educational equipment and the department of orientation.
The education of this student will be able to extend one year more of the established
with general character.
Programs of diversification curricular.
Programs of professional initial qualification, students older than 16 years, towards the
social, educational and labour insertion.
The resources are organized so much human as materials, inside every center.
The coordination between The EOEs, the Departments of Orientation, the special
teachers and the centers is very importand.

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The strategies of support and educational reinforcement principally it is orientated to the
instrumental areas, Spanish Language and literature, foreign Language and
Mathematics.
The teachers will have in consideration in the programma of the contents and of the
activities the specific characteristics of the students to which they attends.
The attention of students will be done inside their own group, when they needs a space
or a different time, will be done without it supposes no type of exclusion.

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