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Recognition of Students with Special Needs in Colombian Education System -…
Recognition of Students with Special Needs in Colombian Education System
Responsibilities of Educational Institutions
Develop and implement Individual Plans for Reasonable Adjustments (PIAR) (Ministerio de Educación Nacional, 2017)
Provide pedagogical, administrative, and technical support for inclusive education (Becerra Castro & Tamayo Corredor, 2025)
Ensure accessibility, teacher training, and resource allocation (David & Brown, 2022)
Integrate technology and differentiated strategies, especially in EFL contexts (García Macías et al., 2025; Carrillo Cruz et al., 2023)
Prevailing Perceptions or Beliefs
Historical barriers: Segregation and stigma viewing disabilities as individual deficits rather than systemic issues (David & Brown, 2022)
Shift toward inclusion: Recognition of rights but persistent challenges like resource shortages and teacher unpreparedness (Becerra Castro & Tamayo Corredor, 2025)
Positive views emerging via policy: Education as a human right, emphasizing equity over equality (Ministerio de Educación Nacional, 2017; Vargas, 2025)
Types of Disabilities in the Educational System
Physical/motor: Mobility impairments requiring adaptations like ramps or assistive devices (Vargas, 2025)
Sensory: Visual, hearing, or speech impairments (e.g., deafness, blindness) (Ministerio de Educación Nacional, 2017; Vargas, 2025)
Intellectual/cognitive: Learning disabilities, intellectual disabilities, autism spectrum (Becerra Castro & Tamayo Corredor, 2025)
psychosocial: Mental health conditions like ADHD, anxiety, or emotional disorders (David & Brown, 2022; Carrillo Cruz et al., 2023)
Individual Plan for Reasonable Adjustments (PIAR)
Definition: Personalized document outlining accommodations for students with disabilities to ensure equitable access (Ministerio de Educación Nacional, 2017)
Components: Diagnosis, goals, strategies, responsibilities, monitoring, and evaluation (Becerra Castro & Tamayo Corredor, 2025)
Process: Multidisciplinary team (teachers, psychologists, families) develops it collaboratively
Purpose: Removes barriers in regular classrooms, promoting inclusion (David & Brown, 2022; Vargas, 2025)