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RECOGNITION OF STUDENTS WITH EDUCATIONAL NEEDS - Coggle Diagram
RECOGNITION OF STUDENTS WITH EDUCATIONAL NEEDS
Specific responsibilities
Guarantee of support and resources
Provide the conditions for the preparation of PIAR
Ensure the availability of reasonable adjustments and accessibility.
Provide support for activities such as mobility, hygiene, and nutrition, as needed.
Manage and coordinate with other sectors and entities to ensure pedagogical, therapeutic, technological, and financial support.
Promoting inclusion
Ensure the acceptance, retention, evaluation, and promotion of all students with disabilities.
Encourage student participation in all school activities.
Raise awareness throughout the educational community about the importance of diversity and inclusion.
Educational design and planning
Create and maintain updated school records for each student with a disability..
Prepare Individual Reasonable Adjustment Plans (IAPs) and ensure their implementation in classroom planning and the Institutional Improvement Plan (IIP).
Individualize teaching and adapt curricula and materials to the student's needs.
Incorporate inclusive education and universal design into the IEP and institutional self-assessment.
Identification and registration:
Contribute to the early identification of warning signs of disability.
Register students with disabilities in the appropriate registration systems (such as Simat).
Coordination with families and other sectors
Working together with families to guarantee the right to quality inclusive education.
Establish bonds of respect and co-responsibility with families and other organizations
Perceptions of student education
Teachers' perceptions
their beliefs and attitudes are decisive
Negative attitudes and ignorance
Feeling of incompetence
Stereotypes
Positive attitudes and challenges
Commitment to inclusion
Benefit recognition
Perception of load
Stigmatization:
Greater acceptance in women
types of disabilities exist in the educational system
Physical disability
Alterations in the functioning of the bones, muscles or nervous system that affect movement.
Sensory disability
Difficulties related to vision or hearing.
Intellectual disability
Limitations in general cognitive abilities, such as reasoning, problem solving, and abstract thinking.
Psychosocial (mental) disability
Conditions that affect emotions, behavior, perception, and social relationships.
Developmental disability
Conditions that affect physical, cognitive, communication, social or emotional development.
Autism spectrum disorder (ASD): Affects social interaction, communication, and behavior.
Multiple disability: Involves the presence of two or more disabilities (physical, sensory, intellectual or psychosocial) that interact with each other.
Learning disability
Specific difficulties in areas such as reading, writing or mathematics.
Dyslexia: Difficulty reading.
Dysgraphia: Problems with writing.
Dyscalculia: Difficulty with mathematics
Individual Reasonable Adaptation Plan (PIAR)
It is a pedagogical tool to ensure the learning of students with disabilities, identifying the necessary supports and adjustments to eliminate barriers and promote inclusion.
Main purpose
Ensure the teaching and learning process for students with disabilities, respecting their individual rhythms and styles.
Eliminate barriers and ensure full student participation in the school environment.
Servir como una herramienta de planeación para el docente de aula, complementando el Diseño Universal para el Aprendizaje (DUA) cuando este no es suficiente.
Characteristics
It is a living document: it should be used and updated continuously throughout the school year.
It is participatory: it must be prepared by the classroom teacher with the participation of the student's family.
It is not a parallel curriculum: it is a support tool for planning and teaching that is articulated with the institutional improvement plan.
What's included? :
Reasonable adjustments: adaptations to the environment, materials or activities to facilitate learning.
Pedagogical supports: specific strategies and resources for the student.
Goals and objectives: clear and achievable pedagogical goals and objectives for the student.
What is it for?
It allows teachers to understand students as individuals with the potential to learn, not just through a diagnosis.
Ensures that students develop with the greatest possible autonomy in the school environment.
It serves to articulate planning with institutional objectives and student requirements.