Orientation and Care Plan for Diversity PAD (PTI, ACI, ACNEAE, ACNEE, EAEHD) (Unit 5)

This topic is about the different characteristics and principal functions that these organs have, for example ACNEE or PTI. It's important to know what is each organ to know how to use them or how to work with them. Is necessary to keep in mind that is not the same to work with an ACNEE and an ACNEAE, so for that reason is so important to know the differences between them.

The work group is not difficult because this topic is divided in different parts that are easier to divided between us. But to explain this topic better, it could be a good idea to show different examples to compare them, so in this topic there is an example of an Attention Plan for Diversity.

At the end there are some questions about the topic. 

This Decree is to regulate the specialized attention and educational and vocational orientation in schools supported with public funds that provide non-university education in the autonomous community of Castilla-La Mancha.

The attention and management of student diversity will be based on a number of key principles for each of the educational stages and in general, such as: the pursuit of quality and excellence, equity and equality of opportunities, inclusion , standardization, gender equality, educational compensation and the participation and cooperation of all agents and sectors of the educational community.

The school will be the framework of the educational intervention, taking as a starting point the educational project, the teaching programs and annual reports, and advisory services and specialized support, as well as plans that have been included. The center, with the assessment made by the specialist educational guidance, decide how to organize the best educational response to the student, with the help of parents or legal tutors.

1º Identification, monitoring, planning of preventive measures and actions according to the needs of students.

At school, it is the tutor who will coordinate the assessment process to determine the level of competence achieved by the student. The rest of the team of teachers collaborate in the identification, bringing its valuation from the area, subject or module taught. It will be the counselor of the center who makes the psychology evaluation and will collect the contributions from the wider community and other agents outside the center

The educational project reflects the form of attention to student diversity and the tutorial action as well as the plan of coexistence and must respect the principle of non-discrimination and educational inclusion as fundamental values.

It is understood as psychology evaluation, a process of collection, analysis and assessment of relevant information on the different elements involved in the process of teaching and learning, in order to:

-Identify educational needs.

-Concrete decisions regarding the proposed curriculum and the type of aid.

-Being a starting point for tutors, equipment and teacher evaluation boards.

2º Specialized attention measures.

-General measures: All decisions which emanate from State or regional institutions, thereby offering a common quality education to all students and to ensure equal opportunities in education. And those decisions agreed at school, which can respond to different curricular levels of competition, rhythms and learning styles and motivations that are commonly applied to all students of the center. For example: The possibility of the student to remain another year in a level, cycle or stage to improve the acquisition of basic skills.

-Ordinary measures of educational support: Those provisions or educational responses to diversity that enable individual attention in the teaching-learning processes, without modification of objectives and evaluation criteria, formalized in an Individualized Work Plan (PTI). For example: Organizational measures such as flexible grouping.

-Extraordinary measures: Those that respond to individual differences of students, especially those with special educational needs and involving significant changes to the mainstream curriculum and / or involve fundamental changes to the organizational level or, where appropriate , the access elements in the curriculum or in the form of schooling. Extraordinary measures will be applied to the profile of the needs presented by the students, by decision making of the teaching team, after psychoeducational assessment. All these measures, extraordinary or not, shall be reviewed quarterly by the teachers involved.

    *Individualized Work Plans with curricular adaptations for students with special educational needs.

    *Curricular flexibility or acceleration measures for gifted students.

    *Programs to help achieve the objectives of stage and reduce the rate of early abandonment..

    *Introduction to Professional Training.

 -Schooling of students with special educational needs: The schooling of students with special educational needs,will be guided by the principles of normalization and inclusion and non-discrimination and will ensure their effective equality in access and permanence in the educational system,being possible to introduce measures in different educational stages when it’s necessary.

-Schooling of students with high intellectual abilities: Schools should take measures to identify students with high intellectual abilities and assess early their needs.The schooling of these students will take place in ordinary schools for which will be necessary the development of specific support measures, tailored to the capabilities and intellectual development of students as well as group programs or custom work projects that expand, enrich and enhance learning.

The Ministry with responsibility for education will promote the development of specific programs to stimulate the talent of students in certain fields, whether related to areas, subjects or modules in all the set of teachings.

-Schooling of students with late integration in the Spanish educational system: The Ministry with responsibility for education promotes the incorporation into the education system of students, because they come from other countries or for any other reason, belatedly join the Spanish educational system. Such integration will be ensured in any case, at the age of compulsory schooling.

The education of these students is made according to their circumstances, knowledge, age and academic background, so they can incorporate the most appropriate way, according to their characteristics and previous knowledge and with the appropriate support.

 -Disadvantaged social environment :In schools, the management teams and teachers will employ those methodological and organizational measures that are necessary and effective to respond to the specific needs of educational support for disadvantaged socio cultural provenance.
They could carry out flexible groups on a temporary basis, support systems in small groups within the regular classroom or outside, depending on the case and no significant adjustments to curriculum, adjusted to the conditions and circumstances of students. Teaching teams, advised by guidance counselors,will make those adjustments where necessary in the curriculum.

 http://www.colegiovaldemembra.es/documentos/Plan_de_atencion_a_la_diversidad_CEIP_Valdmembra.pdf

This is the link to access to the Attention Plan for Diversity of Valdemebra's School. You can see the different adaptations and the organization of this document. 

 The Educational System establish that both general and special teachings will be appropriate to the characteristics of students with special educational needs, offering the necessary resources to they can achieve the objectives through normalization and school integration. The different teachings and organizations will be adapted to their specific needs.

The school population with special educational needs are those people who require specific supports and specific educational attentions during the schooling because of motor, psychics or sensory disabilities, behavior problems, high capabilities or disadvantaged situations.

The Care for Diversity plan wants to answer, into the educational area, to the different capabilities, rhythms and learning ways, motivations and interests, social situations, ethnics, immigration and health of every student of the centre. This plan will be reviewed quarterly.    

So, the “Dirección General de Coordinación y Política Educativa de la Consejería de Educación y Cultura” has solved:

-To develop the attention plan for diversity are necessary therapeutic pedagogy teachers (PT), hearing and language teachers (AL), teacher support for intercultural and social cohesion, educational assistant (ATE), Physiotherapists and other professionals to support students with sensory disabilities.

-Is necessary, when is organized the educational response, to keep in mind: the development of ordinary support measures and educational support to students with disabilities, the head of studies that has to organize a timeline in which teachers and the tutor have an space to talk with the educational support teacher.

 The Specialized intervention is used when the most normalized teachings are not useful to the child, doing a previous Counselling evaluation. It could be take in small groups or in specific situations and it will be global. The distribution of time of the centre depends on the special needs of students.

The main objective of EAEHD is to prevent and avoid the exclusion of the hospitalized or convalescent students, guaranteeing an individualized attention during this period and the continuity of the teaching-learning process.

It’s very important the collaboration of families because these children don’t receive educative attention everyday so parents will be teachers some days. It’s important also to avoid the isolation of these children because they don’t have any relation with other children and is so probable that isolation occurs.

These children can receive instructions through video-conference with the tutor or with other convalescent children.

 It involves the concretion of the set of educational activities aimed to students and their environment in order to promote personal attention and the achievement of basic skills and educational objectives.

It becomes, therefore, the referent for planning and action of those actions that take place in the center and pursuing adjusting the educational response to students.

The individualized work plan is a dynamic document and therefore living, which must, on the one hand, ensure coherence for the actions through teamwork, support and specialized advice and collaboration with families, and secondly avoid the risk of it becoming a document whose purpose is to have to cover the administrative file.

Therefore centers that use it, will be a tool for individual monitoring of each and every student.

In this sense, this work plan is similar to the rest, however, it is necessary to differentiate and target different types of individualized work plans:

• For students who:

o   When the child stay another year in the same course

o   When it promoted to the next grade with negative assessment in any subject.

o  Doesn’t reach the sufficient level in any area or areas in any stage of the course.

This is done in the continuous evaluation process, when the progress of a student is not adequate educational support measures are established, these will be made at any time of course, as soon as difficulties are detected and will be aimed at ensuring the acquisition the essential learning.

• For pupils with special educational needs: these shouldn’t be different from the other students, even if it requires more individualized curriculum, devoting more time and counting when necessary with expert advice.

This will take place once identified and analyzed the needs and school and family background of the student.

The objective of this work plan are: to ensure the gradual process of student evaluation criteria according to the degree of learning

If you want to ask me something about the topic, you can do it through comments in this blog, or you can send me an email: albialbita@outlook.es. 

The Educational Law of Castilla-La Mancha. (Unit 4)

This post talks about the Educational Law of Castilla-La Mancha. This topic is very interesting because we can learn the different obectives, principles and the functioning of this law. Is intersting also because is the law of our community.
This task explains the processes that this law makes to achieve the equality between pupils, to all of them have the right to access to the educational system in an equal way for example.

It is not an extensive topic, so the work in group hasn't been difficult. The information was divided into different sections and that's one reason that makes the work easier.

At the end of the task there are some questions about the topic.

 This law aims to control the educational system of Castilla-La Mancha into the Spanish Educational System, defining its objectives and principles, excluding the University System of Castilla-La Mancha.
The educational system of Castilla-La Mancha comprises the teachings that are regulated by the Organic Law of May 3rd, 2006, the centres in which these teachings are taught, the educative services and their financing, and the pupils.

It’s important to remember that everybody has the right to access to the educational system in an equal way and the right to select the centre into the educative offer. It will be stablished a common process to admit pupils in public and entered schools to guarantee the effective exercise of these rights.

This law understands the education as a construction process about our own knowledge and the personal and social transformation through the values education, the life quality, the effort and the relationships with other people. This education is important to stablish a coexistence based on respect, solidarity, equality and peace, to prevent conflicts and to solve them through the dialogue, the coeducation and the effective equality between men and women.

According to the educational system of Castilla-La Mancha there are some basic ideas:

-Achieve the educational success to everybody through the individual and collective effort of pupils, families, teachers and the educational administration.

-Guarantee the gratuity of the compulsory education.

-Promote the reading and the communicative competence, and achieve that every pupil could be competent at least in a foreign language at the end of the compulsory schooling.

-The education during the whole life, taking advantage of the teaching modalities.

One of the main objectives of the Educational system of Castilla-La Mancha is to offer to the pupils the possibility to develop all their capabilities, especially the communicative competences in Spanish and foreign language, the scientific thinking and the use of TICs, stimulating the creative thinking, the physical activity and the values education.

Moreover, pupils must respect the other members of the educational community contributing with a positive coexistence during the participation in the activities of the centre. They have to respect their teachers also.

Schools will stimulate the pupils’ collaboration to improve the coexistence through appropriate structures to their age, their educational and personal development and through the cooperative learning and the peer support.

The schools are classified into State and Private. State schools are those whose ownership corresponds to a public administration, and private schools are those that have as holder a natural or legal person.

Private schools benefiting from the subsidy arrangements are legally established Private- Entered (concertado) schools.In accordance with Article 7 of this Law, the public education services will take place through State schools and Private-Entered schools.

About Private-Entered Schools: They may be benefited from the subsidy the authorized private centers whose character is not inconsistent with Article 84.3 of Law 2/2006 and the rules of Castilla-La Mancha on the admission of students. The Regional Government of Castilla-La Mancha guarantees the right to freedom of choice of schools by parents and the access, on an equal footing, of all citizens to a free education in the second cycle of early childhood education, in compulsory education and in the education that has been declared free, by the programming of the annual supply of school places in public schools and private-entered schools.

The academic autonomy of organization and management of schools is expressed in the educational project, the project management and the rules of coexistence, organization and operation.

The educational project defines and expresses the identity of the educational institution and the model of education that wants to develop, so it reflects the values, objectives and priorities established by the educational community and the realization, approved by the Council of Teachers, of the curricula established by the Ministry responsible for education.

The educational project will take into account the characteristics of the social and cultural environment of the center.

Pedagogical autonomy is concreted through specific teaching programs. The teaching program is the instrument of planning, development and evaluation of the areas, subjects or curriculum modules.

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The governance of schools is the responsibility of the entire educational community that runs through the management team, the School Council and the Council of Teachers, which are the Collegiate Bodies of Government. 
The answer to the diversity and educational success of students

The answer to student diversity will be governed by the principles of equal opportunities and universal access, standardization, school inclusion and social integration, flexibility, multiculturalism and coordination between administrations.

It is understood as the response to the diversity set of educational activities aimed at promoting the educational progress of students, taking into account their different capacities, rhythms and learning styles, motivations and interests, social, economic, cultural, linguistic and health situations.

In this context, it is considered pupils with special educational needs attention who, temporarily or permanently, requires ,in a greater or lesser degree, a response itself and individualized to achieve the objectives of the curriculum.

All students who have specific educational  needs attention, as well as those who stay one more year in the same course or cycle or promote with failed subjects, must have individualized work plans.

• Study aids and gratuity of curriculum materials.

All students have the right to access, under equal conditions, and according to their socioeconomic status and academic results of their efforts, to the public system of scholarships and grants to study in non-free educational levels, in coordination with the State  Administration.

Students of compulsory basic teachings enrolled in schools supported with public funds has the right to use free textbooks or alternative curriculum materials under the conditions established by the Ministry responsible for education.

• The school and its environment

The Ministry responsible for education will encourage the creation of networks of collaboration between schools in order to share resources, experiences and initiatives and develop exchange programs for students and teachers.

There will also be cooperation with the Ministry responsible for education and other Autonomous Communities.

Now I’m going to talk about the cooperation with local authorities, the various local authorities and the Ministry will coordinate their actions and cooperate through protocols, agreements or partnerships in the following actions:

a) Processes of education, monitoring and intervention related to school absenteeism..

b)   The development of school support programs, attention to students outside the school schedule or timetable for promoting educational success.

c)   Collaboration with local libraries in the reading plan.

d)   Planning and evaluation studies in music and dance.

e)   Planning and evaluation of complementary meals and transport services.

f)    Planning, development and evaluation of extracurricular activities.

In addition the preservation and maintenance of the centers correspond to the municipality. These buildings may not be used for other services.

As for cooperation with other institutions, the bodies of the Regional Government of Castilla la Mancha responsible for everything related to education, facilitate with cooperation agreements and government support the development of actions of volunteerism in education, for following:

1. To carry out extracurricular activities.
2. Contribute to the opening of schools after school hours
3. To contribute to the educational inclusion, participation and social commitment

Extracurricular activities are intended to facilitate the development of the students, their socio-cultural integration and the educational use of their free time to generate habits of participation. These are voluntary and take place outside of school hours teaching programs.

These activities are financed by government grants and contributions from families.              

In terms of content, counseling provides that, arts, physical sports, communication skills of coexistence, the use of ICT, respect for the natural heritage and culture should be included.

As for cooperation against absenteeism and dropout, schools take steps to reduce school absenteeism, facilitating the return to education and training of students who have left early without limitations of current regulations. Counseling also establish necessaries for awareness and dissemination of experience on prevention and eradication of school dropout.

In schools we can find the following educational services:

• As for the school transport: this is aimed at students in public schools who are forced to move out of their town. This service will be free for those who attend the second cycle of kindergarten and primary education.
• As for the school canteen: This service is mandatory in public schools in which students have to be moved from the town and have school hours at morning and afternoon. This service will be free for those students who are in a situation of social difficulty

As for public residential schools: aimed at students who for personal circumstances cannot access to the center. The residences are responsible for developing civic values and coexistence.

Promoting reading and multilingualism

In terms of stimulating reading, this will be taken as a basic competency, will be encouraged by the inclusion of a weekly hour curriculum. In order to provide quality staffing and ensuring equal education all schools should have a school library.

As for the bilingual sections, they help to push the values of coexistence and multilingualism and multiculturalism.

Finally I’m going to talk about the qualifications and training of teachers, inside this we can find the continuing training that are defined as the set of actions directed by non-university teachers that promote updating and continuous improvement of their professional qualifications. The aim of this is to provide the teachers of scientific expertise necessary to improve their educational programming and providing faculty development strategies for the educational project.

If you want to ask me something about the topic you can do it putting a comment here or sending me an email: albialbita@outlook.es