Please enable JavaScript.
Coggle requires JavaScript to display documents.
Recognition of students with special needs in the Colombian education…
Recognition of students with
special needs in the
Colombian education system
Responsibilities of Educational Institutions
Guarantee the right to education on equal terms.
Ensure permanence
Ensure graduation
Ensure access
All students
Adjust the Institutional Educational Project (PEI)
Equity
Inclusion
Essential principles
Diversity
Eliminate learning barriers
Attitudinal
Social
Physical
Train teachers and support teams
psychologists
Offering adequate pedagogical and emotional care.
Social workers
Therapists
Coordinate intersectoral work
Health services
Strengthen inclusive practices.
Community organizations
Families
“The school must respond to the needs of all students, promote their participation, and guarantee their well-being and integral development.” — Ministerio de Educación Nacional, 2017, p.17
Prevailing Perceptions and Beliefs
Some teachers view disability as a deficit or limitation, not a natural expression of human diversity.
The teacher must consider a model adapted to the environment
social model
rights model
Stereotypes
Believing that students with disabilities do not have the ability to learn
Inclusive education
Diversity is seen as wealth
Diversity is not considered a problem
Building inclusive school environments
Overcoming fear and prejudice
“Inclusion should not aim to change the student, but to change the learning environment so that it becomes accessible to all.” — David & Brown, 2022, p.15
Types of Disabilities in the Educational System
Intellectual disability
It affects reasoning
Teaching must be individualized
Concrete goals
Repeated practice
Scaffolding
it affects adaptive behavior
it affects the pace of learning
.
Physical disability / mobility impairment
They generate access barriers in the school environment and in the routines where schools must offer
Architectural adjustments
Accessible furniture
Wheelchairs
Ramps
Adapted desks
Technical aids
Sensory disabilities
They affect the reception of information
Alternative communication systems are necessary
Braille
Sign language
Assistive technologies
Amplifiers
Readers
Adapted materials
Enlarged print
Audio descriptions
Psychosocial disability / mental health condition
Anxiety
They affect attention, behavior and attendance
Schools must offer
Flexible assessments
Safe school environments.
Emotional support
Depression
Autism Spectrum Disorders and communication disorders
Structured routies
Visual supports
Social skills instruction
Clear language
Predictable schedules
Pictograms
Tailored interaction strategies
“Every student has unique strengths and needs; educational institutions must design responses that enhance their potential rather than focus on their limitations.” — MEN, 2017, p.53
The Individual Plan for Reasonable Adjustments (PIAR)
personalized educational plan
Specific support for each student
Students with disabilities have equitable access to learning
Identify individual barriers and strengths
implements specific pedagogical, physical and social supports.
Tool for inclusion
It is developed jointly by teachers, support professionals and family
Allows you to understand the student's needs
Allows for adjusting pedagogical practices.
Strengthens co-responsibility
Avoid prejudices or misinterpreted diagnoses.
Specifies how learning environments will be modified
Include curricular flexibility
Differentiated teaching
Individualized assessment
Focus
Strengths-based
Recognition of skills
Invites teachers to focus on skills, creativity, and motivation as drivers of educational success.
Aim
Continuous and adjustable support over time
Institutions review and update the plan
Ensures equity, sustainability and accountability
“The PIAR represents the concrete commitment of schools to inclusion, ensuring access, permanence, and success for every student.” — MEN, 2017, p.67
