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Students with Special Needs — Colombian Education System - Coggle Diagram
Students with Special Needs — Colombian Education System
Legal & policy framework
Ministry of Education guidance (2017) and national inclusion policies.
Rights-based approach: inclusive education as obligation of institutions
Responsibilities of educational institutions
Identification and early detection of needs.
Develop and implement Individual Plan for Reasonable Adjustments (PIAR).
Provide physical accessibility and adapted materials.
Teacher training and continuous professional development.
Coordinate with families, health services, and community.
Prevailing perceptions / beliefs
Challenges:
Stigma, low expectations, lack of resources, and belief that "separate is easier."
Positive:
Inclusion improves social and academic outcomes when done well.
Types of disabilities & special needs
Autism Spectrum Disorder (ASD)
Hearing impairment / deafness.
Intellectual disability
Psychosocial disability
(mental health-related)
Physical disability / mobility impairment
Systemic / chronic conditions
(medical needs affecting schooling)
PIAR (Individual Plan for Reasonable Adjustments)
Personal profile: strengths, barriers, communication style
List of reasonable adjustments
(physical, curricular, assessment, communication)
Roles and responsibilities
(who will do what)
Timeline, monitoring and review dates
Identification & assessment
Multi-source:
family report
specialist evaluation
teacher observation
Use of simple checklists and classroom evidence
Reasonable adjustments (examples)
Accessible classrooms (ramps, adapted desks)
Communication supports:
AAC
visuals
sign language
Assessment adjustments:
alternative formats
extra time
Curriculum differentiation and scaffolding
Teaching strategies
Visual supports, routines, clear instructions
UDL principles: multiple means of representation, expression, engagement
Peer support and cooperative learning with roles
ICT & Assistive Technology
Text-to-speech, speech-to-text, AAC apps, screen readers, eye-tracking.
Family & community involvement
Regular communication, shared schedules, training for family where needed
Monitoring & evaluation
Regular review of PIAR
social inclusion indicators
learning progress