Please enable JavaScript.
Coggle requires JavaScript to display documents.
Students with special needs in Colombia - Coggle Diagram
Students with special needs in Colombia
Responsibilities of educational institutions
National policies in Colombia guarantee a reasonable institutional plan of adjustment (PIAR)
According to Zapata and Rondán (2016), action research methodology aims to establish supportive elements that contribute to social transformation, involving individuals in the process.
According to United Nations’ 2006 Convention on the Rights of Persons with Disabilities. In 2013, educational institutions should establish six principles: participation, diversity, interculturality, equity, quality, and appropriateness.
In Colombia, we must develop new strategies, policies and ultimately curricula preparing teachers and learners teacher preparatory institutions.
Teachers should use a range of teaching approaches that provide suitable assistance for individual learning processes (Gerlach and Leupold, 2019, p. 93).
Teachers should apply the EFL international teaching standard curriculum to enhance inclusive educational strategies at public institutions.
Teachers can select a sequential, systematic, and cumulative multisensory approach that encompasses structured and repetitive exercises aimed at developing phonological.
Teacher training
Knowing and understanding students with disabilities
Patience with students and parents
Implementation of inclusive education policies in Colombia
Prevailing perceptions or beliefs
Barriers such as a lack of accessible infrastructure and teaching resources
Negative attitudes and stereotypes about the abilities of people with disabilities
"Rigidity in the school curriculum is a significant barrier that limits the ability to adapt teaching to the individual needs of students with SEN". Tomlinson (2017)
The Colombian people face adversity and inequality that is further complicated by the lack of social services related to education and educational re-form.
Social exclusion
Teachers do not have the support and training necessary to implement effective inclusive strategies.
In classrooms, various definitions of equity, diversity and inclusion are being used to shift the learning agenda to meet the needs of all learners, particularly those who are at risk of being marginalised.
Types of disabilities
Physical disability
Visual disability
Hearing disability
Intellectual disability
Psychosocial disability
Systemic disability
Deafblindness
Autism spectrum disorders
Permanent voice and speech disorders
Plan for Reasonable Adjustments (PIAR)
National policies established in Decree 1421 of August 29, 2017, emphasize the necessity to develop “PIAR” in schools.
The most important tool to materialize inclusion as it requires teachers to know their students and plan their activities by supporting and adjusting each exercise to their needs.
This process demands interaction between family, school, teachers, and support teachers (Carrillo, 2020).
Diversity is a common factor in learning environments, and this is helpful due to the exposition to diverse perspectives, backgrounds, and abilities
