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Recognition of students with special needs - Coggle Diagram
Recognition of students with special needs
2.Prevailing perceptions or beliefs
Inclusion is perceived as a challenge that creates barriers in the educational setting, but also an opportunity to enrich the social context (Vargas, 2025).
Beliefs about the abilities of students with disabilities vary, affecting their integration and the support they receive (David & Brown, 2022).
There is a tendency toward segregation and low educational expectations regarding the performance of students with disabilities (David & Brown, 2022).
Need for constant awareness and training in the educational community on diversity.
4.Individual Plan for Reasonable Adjustments (PIAR)
It seeks to adapt to the specific needs of each student, making the necessary adjustments to methodologies and teaching resources based on each student's progress.
The PIAR includes specific strategies, resources, and supports to be implemented for each student with a disability.
It is an educational document that establishes the necessary adaptations to guarantee the access and participation of students with disabilities in the educational curriculum (Ministry of National Education, 2017).
The PIAR develops skills that allow the student to be an independent and participatory person.
3.Types of disabilities in the educational system
Sensory disabilities: reflected in blindness and deafness.
Intellectual disabilities: mental retardation, autism spectrum disorders.
Physical disabilities: where reduced mobility is affected, such as cerebral palsy.
Learning disabilities: dyslexia, dyscalculia (Vargas, 2025).
Multiple disabilities: a combination of two or more types of disabilities.
Social disabilities: related to mental health issues.
1.Responsibilities of educational institutions.
Implement pedagogical strategies and curricular adaptations that improve the quality of education for students with special needs (Carrillo Cruz et al., 2023).
Train teaching and administrative staff in addressing diversity, inclusion, and the use of ICTs to improve active learning methodologies (García Macías et al., 2025).
Provide an inclusive environment that encourages the participation of all in the educational process, regardless of their abilities (Ministry of National Education, 2017).
Provide the necessary resources and support for learning, such as specific materials that can be very useful in a classroom for everyone, regardless of their disability.
Ensure that students respect their classmates with disabilities, to promote a space of inclusion and social values for all.
