Please enable JavaScript.
Coggle requires JavaScript to display documents.
Students with Special Needs in the Colombian Education System - Coggle…
Students with Special Needs in the Colombian Education System
3) Types of Disabilities (recognized in Colombia)
Autism Spectrum Disorder (ASD)
Definition: Neurodevelopmental condition affecting social communication and behavior.
Primary function affected: Social interaction & flexible behavior.
Strengths (Pros): Strong visual memory, interest in specific topics, detailed focus.
Challenges (Cons): Difficulty with eye contact, group interaction, and changes in routine.
Hearing Impairment / Deafness
Definition: Partial or total loss of hearing.
Primary function affected: Auditory communication.
Strengths: Visual learning, strong written communication skills.
Challenges: Communication barriers without sign language; needs visual supports.
Intellectual Disability
Definition: Limitations in intellectual functioning and adaptive behavior.
Primary function affected: Cognitive processing and adaptive daily skills.
Strengths: Social warmth, practical skills when taught explicitly.
Challenges: Slower pace in academic tasks; needs repetition and scaffolding.
Psychosocial Disability
Definition: Mental health conditions that affect behavior, emotions, or social functioning.
Primary function affected: Emotional regulation and social participation.
Strengths: Creativity, emotional insight, empathy.
Challenges: Anxiety, attention issues, stigma.
Physical Disability (mobility)
Definition: Conditions that limit physical movement or mobility.
Primary function affected: Mobility and physical access.
Strengths: Cognitive and manual skills often preserved; determination and independence.
Challenges: Accessibility barriers in the school environment and during emergencies.
Systemic Disability (multiple or complex conditions)
Definition: Conditions that affect several body systems or multiple functions.
Primary function affected: Varies depending on the condition.
Strengths: Varies; often resilience and unique perspectives.
Challenges: Requires coordinated medical and educational supports.
Ensure inclusive access and equal opportunities.
Provide adapted physical spaces and remove barriers.
Offer assistive technologies (software/hardware).
Adapt curricula and evaluation methods.
Train teachers and support staff in inclusive pedagogy.
Coordinate with families and specialists (therapists, psychologists).
Monitor progress and update the Individual Plan for Reasonable Adjustments (PIAR).
Short label for map leaf: Responsibilities (access, training, adaptations, family coordination)
1) Responsibilities of Educational Institutions
4) What is the Individual Plan for Reasonable Adjustments (PIAR)?
Definition (one line): A PIAR is a personalized document that lists the reasonable adjustments required so the student can access learning and participate fully.
Who prepares it: Teachers, special education team, school administration, family, and when appropriate the student.
What it includes: Adjustments to curriculum, classroom layout, assessment methods, technological supports, schedule changes, and emergency procedures.
Purpose: Guarantee equal opportunity, track progress, and ensure accountability.
Short label: PIAR (personalized adjustments, team-made, monitors progress)
2) Prevailing Perceptions / Beliefs
Positive beliefs:
Inclusion builds empathy and social skills.
Students with disabilities can learn when given supports.
Misconceptions / barriers:
Some believe students with disabilities cannot learn at the same level.
Lack of resources leads to exclusion.
Social change:
Awareness is increasing through policies and advocacy.
Short label: Beliefs (positive / misconceptions / awareness)