Paying Attention to Diversity

ATTENTION TO DIVERSITY

What does this mean?How is it developed in Primary and Secondary education schools?

Let’s learn a little more……………

ATTENTION TO DIVERSITY

Education Principles: Education quality, Equity which guarantees equal opportunities, inclusion and the no discrimination: flexibility to adjust to the aptitudes, interests and needs of the student. (LOE Chapter 1)

In order to achieve this, centres will develop the curriculum and organize the resources so that they facilitate the development of all basic abilities to all students, as well as stage achievements with an inclusive focus and establishing the process of continuous improvement which favours maximum development, integral formation and equality of opportunity.

In order to give an educational answer, in general, all the students in the centre, and particularly, those students in special need of education support. Centres should elaborate a DIVERSITY ATTENTION plan, which will be incorporated in their stage curricular project.

What does being diverse mean?Being diverse is a condition inherent to human development: each student has his own different individual characteristics which will affect his learning process (different aptitudes, interests, cognitive styles personality etc)WE ARE ALL DIVERSE

Educational needs are conceived as a continuation that any student may require at any specific moment of his schooling.

Students with specific needs in educational support

AN EDUCATIONAL ANSWER FOR THIS CONTINUALNESS OF EDUCATIONAL NEEDS

DIVERSITY

EDUCATIONAL WHO FIELDS EDUCATIONALSTAGES INTERVENS MEASURES

Primary Team of directors Tutor/ Teaching team Centre General

Secondary Teachers classroom SpecificSpecialists individual Attention toIn pedagogy DiversityTherapeutics and/or ProgrammesHearing and Language

Guidance services

REGULATIONS FRAMEWORK ATN. DIVERSITY

Legislative framework Ley Organica 2/2006 (LOE)

-- Quality, Equity, No discrimination educational inclusion and flexibility-- Change the term “specific educational need” to “specific need of educational support”: special educational needs specific learning difficulties due to high intellectual capacity or personal conditions, or schooling history

Primary education Stage: ORDER 9 May 2007 Primary Education Currículum (BOA 1.06.07) Art. 16 y 17 de Attention to Diversity, Tutelage and Orientation ORDER 26 November 2007 Primary Education Evaluation (BOA 3/12/07)

Secondary Education Stage: ORDER 9 May 2007 Secondary Education Currículum (BOA 1.06.07) Art. 14,15,16,17,18 and 19 of Atención to Diversity, Tutelage and Orientation ORDER 26 November 2007 of Secondary Education Evaluation (BOA 3/12/07)


Organic law 2/2006 (LOE)

Attention Diversity Programmes

Welcome and Spanish classesRevision and support Specific Secondary Education curricularCapacity DevelopmentAbout co-existence

Educational measures for students with special support needs

Decree 217/2000 19 December attention to ACNEEsOrder 1701 25 June 2001 Educational intervention measures for students in disfavourable personal or cultural situations or serious school adaption problems

Order 1702 25 June 2001 ACNNESs derived from physical psychic or sensorial incapacity or as a consequence of high intellectual capacity.

Resolution of 26 October 2010 educational attention and schooling of ACNEEs derived from incapacity or serious behavioural disorders in Pre-school, Primary, Secondary Education.


Evolution Framework for students with specific educational needs support:--Paradigm change: Incapacity is understood not as a disorder of the student but in its context according to the interactions which take place there.

Conception Biopsychosocial

--The need for specific educational support implies resources and curricular methodological and organizational strategies, which are necessary to have to achieve the best personality development and the capacities of the students to be able to improve their individual performance and social insertion.

Schools establish in their Attention to Diversity Plan the educational response, in general, all students at the centre and specific, those students with special needs educational support.

--Identification of those students with special educational support needs. Psycho pedagogic evaluation School report and resolution of the Provincial Service Director

STUDENTS WITH SPECIFIC EDUCATIONAL SUPPORT NEEDS

LOE (Art 71)Special educational needs derived from incapacity or serious behavioural disorders (ACNEEs)

Resolution of 26 October 2010: Determined by the difficulties in development and learning and not by personal conditions and incapacity.

Auditory incapacityVisual incapacityMotor incapacityIntellectual /mentally retarded incapacityLanguage disorderGeneralised development disorderSerious behavioural disorderOther mental disorders habitual in infancy and adolescenceRetarded development

Specific learning difficultiesHigh intellectual capacitiesLate incorporation into the schooling systemPersonal conditions or school history

STUDENTS WITH SPECIAL EDUCATIONAL NEEDSDerived from incapacity or serious behavioural disorder

SCHOOLING Follow the greatest normalisation and inclusion possible.

Based on the educational needs of the student identified in the Psycho-pedagogic evaluation and on the characteristics and possibilities of the schools in the sector.The educational response should be the most adequate.Parents must be informed both of the evaluation and schooling options and their opinions will be gathered with relation the schooling proposal.

The different modes of use are: Schooling at an ordinary centre and schooling at a special needs centre. Combined forms of schooling can also be considered in Primary Education and exceptionally in Secondary Education.

The criteria to determine the mode of schooling are: duration and frequency of the educational attention different to the ordinary: amplitude and grade of significance of the curriculum; personal specialised resources: material resources and technical help; participation and inclusion in the schooling context; vital dimensions implied.

EDCUATIONAL RESPONSE:The educational response to the ACNEEs is responsibility on the part of all the professionals involved. They follow the educational measures—organisational

and curricular-general and on top of that specific or extraordinary. The student tutor will coordinate between the team of professionals, the guidance services and the family. The ACIs are based on the conclusions of the Psycho-pedagogic evaluation; they will refer to the cycle or course, which corresponds according to the level of curricular competence. It is elaborated by the tutor together with the team of professionals and assessed by the guidance service.The evaluation of the ACIs will be carried out according to the same proposed objectives. They are set out in a Plan of Action.

DIVERSITY ATTENTION MEASURESWe are all diverse and the measures in the PAD should contemplate this diversity

AT CENTRE LEVEL They are the collection of adjustments and modifications which are realized in the different elements of the educational proposal which the team of professionals develops for the centre, reflected in the educational and curricular projects of the centre to respond to the diversity of the students.

AT CLASSROOM LEVEL They are the collection of adjustments and modifications which each teacher realises in the different elements of the educational proposal taken on for a concrete group of teaching-learning.

AT INDIVIDUAL LEVEL ( STUDENT )

They are the collection of adjustments and modifications in the different elements of the educational proposal developed by each teacher for a specific student which are realised (after an ample valuation of the student and context) with the purpose to respond to specific necessities of educational support. The individualised AC can be not significant and significant (ACNEEs)

MEASURES AT CENTRE LEVEL

Regulated by D. 21772000 and 0. 1701 25 June 2001. ORDER 22 August 2002: Organisation of Primary and Secondary Education Centres

CENTER EDUCATION PROJECT Centre identity signs, sensibility to Attention to Diversity ProgrammesCENTRE CURRICULAR PROJECT (Primary and Secondary Education)

PATPAD * Organisational and curricular educational measures from the most ordinary to the most extraordinary base on the principles of normalisation and inclusion. In the framework of pedagogical and organisational autonomy of the centre.

Modes of use and decisions relative to the educational support of the students who require it independently of the cause, taking as reference basic

competences, the achievement of stage objectives and the characteristics of the student and the centre.

These measures will be carried out by all teachers involved. (Ordinary and/or PT specialists and or AL) guided by the EOEPs Or DO

CLASSROOM LEVEL MEASURES

METHODOLOGICAL:

CLASSROOM ORGANISATION

It is defined and decided upon as a school decision: support in ordinary groups, class divisions, flexible groups, parallel and individual support, and make the most of support in the classroom.

ORGANISATION OF CLASSROM SPACE

Location of the students (near the teacher etc) pairs, small groups, classmates—tutor

TIME ORGANISATIONTimetable distribution according to the characteristics of the group—class: at what times do they work best, when it is harder for them to concentrate etc.

ORGANISATION OUTSIDE THE CLASSROOM

Coordination between class teacher and support teacher


CONTENT

CONTEXTUALISE

Do not adopt content globally, uncritically but contextualise it according to the characteristics and necessities determined by the social environment of the school as well as the special needs of our students.

PRIORITIZEPrioritise in the different areas that functional content which maintains a direct relationship with the general objectives and basic competences-

ORGANISEAttending to the criteria of the existing interrelationship within the content with relation to the general stage objectives before disciplinary criteria

IN SECONDARY EDUCATION

Organisation of optional material, grouping of optional material in the fourth course and the integration of materials in fields.


MATERIALS

APPROPRIATE SELECTION

Select materials which can be used for all the studentsSelect specific materials which prove suitable for students with the most difficulties.Select attractive materials, diverse with different access to the information.(Visual, auditory, tactile, etc)


ACTIVITIES:

Introduction to alternative activities to the general ones planned for the class—group.Introduction to complementary revision and support activities Modification of the level of abstraction of an activity.Modification of the level of complexity of the activities:--Eliminating part of its components.--Present it already organised in the successive steps which compose it.

MEASURES AT INDIVIDUAL LEVELAdjustments or modifications of the different elements of the educational proposal which each individual teacher develops for a specific student.

Flexi-times for the different rhythms of the student: to do the activities, the exams, to acquire content.Planning the task: facilitate the sequencing of the tasks when they are impulsive….Present the information via the different channels: written language , oral, images….Use exemplification…….Introduce the themes in an encouraging and significant way to the students.Anticipate the tasks…Curricular adaptation is allowedIn the approach (modifications in the personal elements, special, materials and organisational, to favour the students access to the curriculum without making changes to it)Curriculum elements: Non significant (they don’t affect the prescriptive elements of the curriculum) or significant for ACNEAE (extraordinary measures which affect the prescriptive elements of the official curriculum, they modify general stage

objectives, basic and nuclear content of the different curricular areas and evaluation criteria.

a) TYPES OF CURRICULAR ADJUSTMENTS

CURRICULUM ACCESS(Art 15.4) these are the ones that are realised in the personal elements and its organisation and/or in the material elements and didactic resources. “Those measures on the elimination of barriers (architectural and/or of communication) technical help and/or methodological.

b) CURRICULUM ADJUSTMENTS

In the basic elements:EvaluationMethodologyContentObjectives

Personal elements and their organisation.Example: The incorporation of specialised teachers, classroom auxiliary special etc

Material elements and their organisation.Example: The use of FM receivers and communication increase systems SPC

Functional elements and their organisation Example: The adaptation of the classroom for vision and hearing

NOT SIGNIFICANT CURRICULAR ADJUSTMENTS

(Art 15.5) Order 25-6-2001 “Modification of the evaluation and/or timing as well as the elimination off ones which are not considered basic”

SIGNIFICANT CURRICULAR ADJUSTMENTS

(Art 15.6) Order 25-6-2001 “this is an extraordinary measure which means the elimination of objectives in one or various areas of the cycle or stage.

WIDENING CURRICULAR ADJUSTMENTS

(Art15.9) Order 25-6-2001 “ It consists of the enrichment of the objectives, content evaluation criteria and specific methodology which is advisable to use taking into account the student’s style of learning and the schooling context.

Coordination, support, grouping

Communication systems, Elimination of architectural barriers, Technical and methodological help.

Spaces, physical space furniture, Times

TimingEvaluationElimination of content not basic

Elimination of minimal objectives

Enrichment of objectives and contentEvaluation criteria and timing

The adaptation of the centre and classroom make the individual adjustments less significative and facilitate a better grade of participation and integration of the students in the general dynamics of the centre and the classroom

CURRICULARELEMENTS

TYPES OF ADJUSTMENT

NON SIGNIFICANT SIGNIFICANT

OBJECTIVES Prioritise ones against the others according to functional criteriaDifferent sequencing

Elimination of basic objectives

CONTENT Prioritise:Areas or blocksA certain type of contentModification of the sequenceElimination of content not basic

Introduction of specific content, complementary and/or alternatives.Elimination of basic objectives

METHODOLOGY ANDDIDACTICE ORGANISATION

Modification:The planned groupsSpecial or temporal organisationOrdinary didactic proceduresLevel of abstraction and complexity of the activitiesSelection of materials

Introduction of specific methods, complementary and/or alternative teaching and learning (SAC Braille etc)Introduction of resources specific to personal approach and/or materials, to the curriculumOrganisation

EVALUATION Modification of the selection of techniques and instruments.

Introduction of specific evaluation criteria.Elimination of general evaluation criteria Adjustment of common evaluation criteriaModification of promotion criteria

TIME Modification of the timing planned for the learning

Prolongation or continuance of one more year in the same cycle

ATTENTION TO DIVERSITYPrimary Education and ESO(Art 71)

GENERAL MEASURES MEASURES

STUDENTS WITH SPECIAL NEEDS OF EDUCATIONAL SUPPORT

ATTENTION TO DIVERSITY PROGRAMMES

Purpose: Facilitate to all students the securing of the basic competences and the achievement of the stage objectives, with an inclusive focus and though using processes of continuous improvement which favour maximum development of capacities, integral training and equality of opportunities. (Art14. Order 9.05.07_BOA 106.07

ATTENTION TO DIVERSITY in Primary Education

GENERAL MEASURES SPECIFIC MEASURES PROGRAMMES

REINFORCEMENT IN ORDINARY GROUP

ACISACNEES (Incapacity)

Spanish classes for immigrants

FLEXIBLE GROUPING LATE INCORPORATION (Schooling of a course under the educational support measures)

Educational reinforcement programme

GROUP DIVISION

ACISHIGH CAPACITY(Flexible approach)

Reinforcement educational support and accompaniment programme

NON SIGNIFICANT CURRICULAR ADJUSTMENTS

Capacity Development Programme

ATTENTION TO DIVERITY IN ESO

GENERAL MEASURES SPECIFIC MEASURES (ACNEAE)

PROGRAMMES

REINFORCEMENT IN ORDINARY GROUP

ACIS Educational reinforcement(For general learning difficulties)

BLP(Basic Learning Programme)

FLEXIBLE GROUPS ACIS HIGH CAPACITIES(Significant and flexible)

CDP

Curricular Diversification Programme

GROUP DIVISIONS LATE INCORPORATION(Temporary support group)

I P Q P(Initial Professional Qualification Programme)

NON SIGNIFICANT CURICULAR ADJUSTMENTS

EXCEPTIONAL RISKABANDONMENT (Extraordinary organisational modes)

OTHER PROGRAMMES

OPTIONAL MATERIALS Spanish classes for immigrants Reinforcement, educational support and accompaniment programmes

OPTIONAL MATERIALS IN 4TH OF ESO

Educational reinforcement programme

INTEGRATION OF MATERIALS IN FIELDS

GENERAL MEASURES

PRIMARY AND SECONDARY EDUCATION

Support in ordinary groups: Presence of two teachers with the group, that’s to say, collaboration of another person with the teacher of the area so that the group of students can acquire the proposed didactic objectives, in didactic situations the same or different to the work with the group, in the class, or out of it.

Flexible grouping: Ordinary measure of attention to diversity in which a group is divided into two or three taking into account the characteristics (level of curricular competence especially in the instrumental basics, style of learning common interests etc.) They should be open and non discriminatory.

Splitting of groups in instrumental areas and subjects. For example it would be two groups of 2nd of ESO, which are converted into three. This way teaching in particular areas or instrumental subjects would be reinforced.

Non -significant Curricular adjustments

GENERAL MEASURES

Specific in SECONDARY EDUCATION

Optional material: The educational offer in optional materials means one of the curricular measures which allow us to deal with the diversity of capacities, interests and necessities of the students in the framework established by the general objectives of the stage. In 1st 2nd 3rd Second language or workshops and in 3rd

Classical Culture.

Optional materials in fourth of ESO: In fourth course, as well as the common subjects the students have to study three other subjects. With the purpose of guiding the choice of the students, groups in these areas can be established with different options. Within the different options which are established the second foreign language will always be offered in order to guarantee the continuity of study along this educational stage.

Integration of subjects in fields: The purpose is to allow the number of teachers who intervene in a same group to be as reduced as possible. The objectives, content, and criteria of evaluation of all the subjects integrated should be respected as well as the timetable assigned to each of them. This integration will have an effect on the

organisation of the teaching but it is not that way with the decisions associated with the promotion.

SPECIFIC MEASURES

PRIMARY EDUCATION:

Individual curricular adjustments which significantly move away from the objectives, content and curriculum evaluation criteria to cater for special educational needs will be a special case and will require a previous psycho-pedagogical evaluation. The ACI’s are elaborated by the team of teachers coordinated by the tutor and advised by the EOEP. The evaluation references are the objectives and evaluation criteria stated in the adjustments. The schooling of these children can be extended two more years. (Exceptional)

Schooling of students incorporated late into the education system:When they have a serious linguistic deficiency they will receive specific attention, simultaneously with their schooling in ordinary groups with whom they will spend the most time possible out of the weekly timetable. These students who are out of step with their level of curricular competence by more that one cycle can receive education in a lower course than the one which corresponds to their age. Educational support measure will be adopted to enable them to recuperate this lost time and continue taking advantage of their studies in order to finally be incorporated into their corresponding group.

Schooling of students with high intellectual capacity will be flexible so as to be able to anticipate one course the beginning of schooling in the stage or reduce the length of it when this seems to be the most adequate measure for the development of their personal balance and socialisation

SPECIFIC MEASURES for ACNEAEs

SECONDARY EDUCATION:

Individual curricular adjustments which significantly move away from the objectives, content and evaluation criteria of the curriculum (ACIs)as well as individualised educational reinforcement and support in small groups in order to respond to students with special educational needs associated with psychic incapacity, physical or sensorial due to serious behavioural or development disorders. after psycho- pedagogical evaluation, hearing from their parents and with the education inspection report and corresponding express resolution. The schooling of these students will be allowed to continue one year more always when this favours the obtaining of the secondary education title.Individual curricular adjustments which significantly move away from the objectives, content and evaluation criteria of the curriculum (ACIs) as well as individualised educational reinforcement and support in small groups in order to respond to learning difficulty students and those who have fallen behind

significantly, after psycho- pedagogical evaluation, hearing from their parents and with the education inspection report and the resolution of the Provincial Director of the Provincial Service Department competent in educational matters.

Individual curricular adjustments (expansion ACIs) making the period of schooling flexible (acceleration) in the terms which the competent department in educational matters in order to respond to students with high intellectual capacity after psycho- pedagogical evaluation, hearing from their parents and with the education inspection report and the resolution of the Provincial Director of the Provincial Service Department competent in educational matters.

SPECIFIC MEASURES for ACNEAEs

SECONDARY EDUCATION

Temporary support groups for students incorporated late into the educational system with no knowledge of Castilian and important curricular phase lag. The schooling of these students will be realised according to their circumstances, knowledge, age and academic history. When there are serious linguistic gaps they will receive specific attention which will be simultaneous with their schooling in ordinary groups and with whom they will spend the most time possible within the weekly schedule. Those with a curricular competence phase gap of two or more years can be incorporated in a course one or two years inferior to their corresponding level always when this schooling allows them to finish the stage within the set age limits. For these students the necessary measures of reinforcement and support will be adopted in order to facilitate their school integration and recuperate their phase lag to allow them to carry on taking advantage of their studies. Spanish class programme.

Exceptionally, according to what is established by the competent Department in educational matters extraordinary organisational modes can be applied to the students with specific needs in educational support who find themselves in unfavourable personal, social or cultural situations and who manifest serious schooling adaptation difficulties with a view to preventing their premature abandoning of the educational system and to adapt an educational response more suitable to their needs. These measures will require the authorisation of the competent Department Provincial Service Director after psycho-pedagogical evaluation, conformity of parents or legal tutors and education inspection report. The time spent in these programmes will be revised annually.



Spanish classes for immigrants: The class will consist of six or more immigrant students whose communicative competence in Spanish is inferior to B1 on the common European framework languages and for whom the reception and integration programme and has been authorised. In the case of a CEIP the students should be schooled in the third cycle of primary. Immigrants with no knowledge of Spanish and who have been incorporated for the first time into the Spanish Education System or who did so the previous course to their access to the Spanish classes will be admitted to them. The appointment of a student with no knowledge of Spanish to the classes will be able to take place at any time during the school year as a consequence of having enrolled at the centre. Spanish classes will be set up as an open work space within the school and they will dispose of all the materials they need in order to guarantee the learning of the language. As a general norm each class will have a minimum of six and a maximum of twelve students. The class will be supervised by one single teacher.



Education reinforcement programme. The purpose is that the students, through an appropriate methodology and an arrangement of content adapted to their characteristics and needs, develop the basic skills necessary to further their educational process successfully throughout the stage and to improve their academic results. The development of this programme must be compatible with the ordinary schooling of a fifth and sixth primary student or if it is the case of secondary education. Each group set up will have a minimum of six and a maximum of twelve students. The activities of education reinforcement programme will be four hours and they will be realised by the students outside of class hours.

ACCOMPANIMENT SUPPORT AND REINFORCEMNT PROGRAMME:The purpose is to improve the education results through changes in the attention to diversity programmes. New horizontal coordination procedures and new protocols with relation to the families. The programme of school accompaniment in primary is aimed at students of fifth and sixth primary with the objective of improving school results and improve socialization at the centre. It takes place in groups outside class hours with the help of teachers and monitors. The tasks of planning, coordination, follow-up and evaluation will be carried out by a teacher of the centre. The programme of school accompaniment in secondary is aimed at 1st 2nd and 3rd of secondary education with the purpose of improving school results and favouring socialisation at the centre. It takes place outside class hours with the help of a teacher or monitors.


PRIAMRY EDUCATION

The capacity development programme hopes to develop to the maximum the capacities and expectations of those students who stand out for their high school performance or for a special capacity within an area of the curriculum. It is also based on the idea of stimulating those who might show disinterest in their school achievements on perceiving that their capacities are not valued. The interventions will take place during the school day and will be flexible. The content must be adjusted to the interests and needs of the students stimulating and boosting their cognitive, effective and social capacities.


CURICULAR ATTENTION TO DIVERSITY PROGRAMMES FOR ESO

Basic leaning programme; aimed at students of 1st and 2nd of ESO. The purpose of this programme through an appropriate methodology and an arrangement of content adapted their characteristics and needs, develop the necessary basic competences necessary for their incorporation with a guarantee of success in a second or third course of the stage.

Curricular diversification programme. Aimed at 3rd course students of secondary education and students who on having done the second course are not in a condition to move up to 3rd course plus those who have already repeated a stage once. The purpose of the course is that the students through an appropriate methodology and an arrangement of content adapted their characteristics and needs acquire the basic competences, achieve the general objectives and therefore obtain the certificate of Secondary Education graduate. The structure of the programme is designed in fields.


CURICULAR ATTENTION TO DIVERSITY PROGRAMMES FOR ESO

Initial professional qualification programme: The purpose of the programme is to favour social, educational and work insertion of those students over the age of sixteen. Whose birthday was before 31 December of the initial year of the programme. And who have not obtained the secondary education certificate. The Initial professional qualification programmes will include three types of module: specific modules which will develop the professional profile competences and in such a case will contemplate a phase of work experience in companies respecting the demands of The National System of Professional Qualifications and Vocational Training; formative modules of a general character permit the development of basic competences and favour the transition from the educational system to the world of work; modules that lead to the obtaining of the secondary education graduate certificate.

THANK YOU

Paying Attention to Diversity

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