Attention to diversity in Spain

4,622 views

Published on

0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
4,622
On SlideShare
0
From Embeds
0
Number of Embeds
12
Actions
Shares
0
Downloads
47
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

Attention to diversity in Spain

  1. 1. ATTENTION TO DIVERSITY * Meaning * How is developed in Primary and Secondary Lets see a little more… - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  2. 2. ATTENTION TO DIVERSITY <ul><li>Main principles: </li></ul><ul><li>quality education to all students, </li></ul><ul><li>equality of opportunity, </li></ul><ul><li>inclusion and non-discrimination education </li></ul><ul><li>flexibility to adapt teaching to the diversity </li></ul> - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  3. 3. What does diversity mean? Inherent condition to the human development, each student has their own individual characteristics and differencies affecting the learning process (different aptitudes, interests, cognitive styles, personality, etc..) WE ARE ALL DIFERENT - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  4. 4. DIVERSITY WHEN WHERE WHO HOW Primary Secondary Head team Tutor/PedagogicalTeam Special Need Teachers Other specialists Guidance services (EOEPs, Dpt Orientación) Centre Clasroom Individual General Specific Atention to Diversity Projects - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  5. 5. LEGISLATIVE FRAMEWORK : AT. DIVERSITY <ul><li>- ( Biopsychosocial) concept of disability with in the context </li></ul><ul><li>- Resources and curricular strategies, and organizational methodologies are needed </li></ul><ul><li>- Atention To Diversity Project </li></ul><ul><li>- Identification of SEN students </li></ul> - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  6. 6. STUDENTS WITH SPECIAL EDUCATION NEEDS SUPPORT (Sn’s) <ul><li>LOE (Art. 71): </li></ul><ul><li>Special Needs from disabilities or deep behaviour disorders (ACNEEs) </li></ul><ul><ul><li>Resolución del 26 de Octubre de 2010 : </li></ul></ul><ul><ul><li>- Hearing disability </li></ul></ul><ul><ul><li>- Visual disability </li></ul></ul><ul><ul><li>- Physical disability </li></ul></ul><ul><ul><li>- Intelectual disability/ Mental Retardation </li></ul></ul><ul><ul><li>- Speech or language disability </li></ul></ul><ul><ul><li>- General development disorder </li></ul></ul><ul><ul><li>- Behaviour disorder </li></ul></ul><ul><ul><li>- Developement retardation. </li></ul></ul><ul><li>Specific learning dificulties. </li></ul><ul><li>Gifted and talented </li></ul><ul><li>Late schooling </li></ul><ul><li>Personal and school background. </li></ul> - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  7. 7. CENTRE MEASURES : perfomed by teachers team for teh educational centre <ul><li>EDUCATIONAL PLAN OF THE SCHOOL : Identity, sensibility to attention to diversity </li></ul><ul><li>CURRICULAR PROJECT (Primary and Secondary Education ) </li></ul><ul><li> Tutoring Plan </li></ul>PAT <ul><li>PAD: Attention to Diversity Project. </li></ul><ul><ul><ul><li>Based on normalization and social inclusion. </li></ul></ul></ul><ul><ul><ul><li>Establish decisions regarding edcucational support </li></ul></ul></ul><ul><ul><ul><li>Measures carried out by all all teachers involved (general, specialist, special needs teacher) </li></ul></ul></ul> - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  8. 8. CLASSROOM MEASURES: perfomed by each teacher for a particular group <ul><li>METODOLOGY : </li></ul><ul><li>Classroom and spaces organization </li></ul><ul><li>Time organization </li></ul><ul><li>Outside of class organization </li></ul><ul><li>CONTENTS : Contextualized, Prioritized, Organized </li></ul><ul><li>MATERIALS : Selected, different access paths </li></ul><ul><li>ACTIVITIES : Introductory, reinforce, consolidation. Modify complexity and abstraction. </li></ul><ul><li>. </li></ul> - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  9. 9. INDIVIDUAL MEASURES: perfomed by each teacher for a particular student <ul><li>Time flexibility </li></ul><ul><li>Planing tasks </li></ul><ul><li>Different ways of presenting information </li></ul><ul><li>Giving examples </li></ul><ul><li>Motivating and significant themes introduction. </li></ul><ul><li>Anticipating tasks </li></ul><ul><li>Curricular adaptations </li></ul><ul><ul><li>Acces to learning </li></ul></ul><ul><ul><li>Curricular elements </li></ul></ul> - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  10. 10. PURPOSE :to facilitate all students the consecution os basic skills and learning objetives, following and inclusive approach thoughout continuous improvement processes that promote their capabilities developement, comptete learning and equality of opportunities (Art. 14. Orden 9.05.07-BOA 1.06.07) ATENTION TO DIVERSITY Primary and Secondary GENERALS MEASURES MEASURES FOR STUDENTS WITH SPECIFIC EDUCATIONAL SUPPORT NEEDS OFICIAL PROGRAMS FOR ATTENTION TO DIVERSITY - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  11. 11. ATENTION TO DIVERSITY Primary Education GENERAL MEASURES SPECIFIC MEASURES (ACNEAE) PROGRAMS FLEXIBLE GROUPS SUPPORT WITHIN ORDINARY GROUP DIVIDED GROUPS NON MEANINFUL CURRICULAR ADAPTATIONS SPECIAL EDUCATIONAL NEEDS GIFTED AND TALENTED (flexibilization) LATE SCHOOLING (a year late schooling and suppot) Spanish classroom for inmigrants Educational reinforcement program School mentoring program - Support and Reinforcement Program for Capabilities Developement - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  12. 12. ATENTION TO DIVERSITY ESO GENERAL MEASURES SPECIFIC MEASURES (ACNEAE) PROGRAMS FLEXIBLE GROUPS SUPPORT WITHIN ORDINARY GROUP DIVIDED GROUPS NON MEANINFUL CURRICULAR ADAPTATIONS OPTIONALSUBJECTS OPTIONAL SUBJECTS 4 º ESO VARIOUS SUBJECTS SPECIAL EDUCATIONAL NEEDS REINFORCE FOR GENERAL LEARNING DIFICULTIES GIFTED AND TALENTED (significant- flexibility) LATE SCHOOLING (a year late schooling and support and temporary support groups) EXCEPCIONAL RIESGO ABANDONO (Modalidades organizativa extraordinarias) P.A.B. (Basic Learning Program) P.D.C. (Curricular diversification Program) P.C.P.I. (Initial Professional Qualification Program) OTHER PROGRAMS Spanish classroom for inmigrants Educational reinforcement program School mentoring program - Support and Reinforcement - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA
  13. 13. <ul><li>THANKS! </li></ul> - Curso 2010-2011- Silvia Torguet Sabés EOEP Bajo Cinca de FRAGA

×