Valencian Comunity inclusion law and tools

INTRODUCTION TO INCLUSION

We must ensure an educational response for those pupils who require different attention to the ordinary one. We classify these pupils as follows:

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-Poor quality of communication between teachers and pupils. -Absence or insufficient space and time for personal communication between pupil-tutor, pupil-teacher. -Difficulties in communicative interactions due to lack of knowledge of the official languages. -Lack of knowledge on the part of the Teaching Team of Augmentative and/or Alternative Communication Systems.

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Measures for these pupils involving modifications at school level.

Experience in adapting school facilities for students with reduced mobility.

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The principles that education should pursue are: - Quality. - Equity to guarantee equality. - EDUCATIONAL INCLUSION. - Equal rights and opportunities. - Universal accessibility. - Transmission and implementation of values. - Flexibility to adapt education to diversity. - Educational and professional guidance for students.

Extraordinary individualised measures that respond to the specific needs of the student.

Mrs P Significant curricular adaptations. Schooling in a specific centre. Attention from the Mental Health Unit. Extraordinary repetition of a year of infant, primary or secondary education. Re-education centres Therapeutic units. PREVI

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ADHD HIGH INTELLECTUAL ABILITIES LATE ENTRY INTO THE EDUCATION SYSTEM PERSONAL CONDITIONS OF SCHOOL HISTORY

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-Deteriorated building or school conditions. -Poor sanitation and hygiene conditions. -Lack of physical accessibility to the school. -Lack of space, classrooms, workshops or materials in the school that prevent response measures such as flexible grouping or splitting. -Lack of or deficient technological and digital accessibility at the educational institution. -Absence or shortage of technical aids and individual support products.

-Family economic level. -Loss of hours in transfers due to the distance of the home from the centre: school bus routes, etc. -Access to library, internet or possibility to meet with peers. -Culturally depressed area. -Poor housing conditions. -Lack of stimulation in the early years of life.

-Community environment of risk. -Difficulties in family participation in the centre's activities: tutorials, parents' meetings, parents' schools... -Difficulties in the participation and involvement of the family in the teaching-learning process of the pupil. -Deteriorated or broken family-school relations. -Barriers to linguistic communication with the family.

-Rigid or inflexible curricula. -Curricular content poorly linked to previous experiences and everyday life. -Curricular content not adapted to the student's learning process in terms of cognition, pace or style. -Little or no adaptation of the didactic programme to the principles of the SAD. -Little or no teacher coordination in the implementation of adjustments, adaptations in personal programmes. -Lack of transversality in the programming of content in the different areas. -Lack of planning in the organisation, selection and sequencing of content. -Teaching style that is not very flexible, authoritarian and not very communicative. -Lack of use of active methodologies that favour inclusive practices. -Priority and massive use of printed materials: textbooks, booklets, manuals. -Little or little attention to multiple intelligences, different learning rhythms or different styles of coping with tasks. -Assessment centred on the product and little attention to the learning acquisition process.

The main objective of our educational system is to ensure that all students achieve maximum PERSONAL, INTELLECTUAL, SOCIAL AND EMOTIONAL development, with the curriculum being a mechanism to help them achieve this, but not the main objective.

WE HAVE TO UNDERSTAND THAT NOT ALL PUPILS LEARN IN THE SAME WAY OR AT THE SAME PACE.

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We activate a PERSONAL CARE PROGRAMME (PCP) based on 4 levels.

SPECIAL EDUCATIONAL NEEDS (SEN): a) DISABILITIES: Physical Sensory Intellectual Mental Visceral Multiple b) SERIOUS BEHAVIOUR DISORDERS: Oppositional Defiant Disorder Conduct disorder

SPECIFIC LEARNING DIFFICULTIES: Dyslexia. Dysgraphia. Dyscalculia. Disability of memory and auditory processing. Autism Spectrum Disorder/Pervasive Developmental Disorder. Intellectual disability.

In order to be able to provide a better response to these pupils, we analyse the barriers that we may encounter. These barriers can be of various types.&nbsp;

Non-extraordinary individualised measures that respond to the specific needs of the student.

Therapeutic pedagogy. Hearing and language. Physiotherapy. Occupational therapist. Reinforcement. Non-significant adaptations. European Social Fund. School accompaniment programme (PAE) School guidance (psychologist). School educator.

Measures for these pupils involving modifications at classroom level.

Mr. M's experience (windows, behaviour modification plan and token economy).

RUEDA DUA 2020.pdf

The design of activities is the key to breaking down potential barriers.

Provide multiple forms of engagement: a) Interest. b) Persistence. c) Self-regulation.

Provide multiple forms of representation: a) Perceiving information. b) Language and symbols. c) Comprehension.

Providing multiple forms of action and expression: a) Physical means of action. b) Expression and communication. c) Executive functions.

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The inclusion protocol is activated when we have students who need different educational attention to the ordinary one.

-Relational practices of overt rejection, covert segregation, exclusion... -Habitual relationships of harassment, bullying, cyber, sexting, grooming, etc. -Overprotective attitudes of teachers and/or peers. -Prejudice due to gender, race, religion, sexual condition... -Low or high teacher expectations. -Negative attitudes on the part of teachers and/or peers. -Little or no awareness and involvement in inclusive policies, cultures and/or practices in the school.

INTRODUCTION TO EDUCATIONAL INCLUSION IN THE VALENCIAN COMMUNITY (SPAIN)

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Recognising this DIVERSITY is the first step in building an INCLUSIVE school.

-Grouping or splitting by level and/or ability. -Lack of modernisation, adaptation and updating of the teaching function. Little coordination of teaching teams or inter-cycle teams. Deficit-focused assessments. -Difficulties in enrolment processes, applications for canteen grants, transport, study grants, MEC... -Lack of organisation in the work of specialist teachers. -High ratios.

Our classrooms are basically made up of pupils of the same age, but each pupil has totally different interests, abilities and ways of learning.