Attention to diversity

 To accomplish this task, we  were asked to work in group an develop

 a colaborative activity.

Attention to diversity is the principle which should rule the whole Education. The LOE stablishes the implementation of all the necessary means to ensure that all the students reach their highest capacities and skills. Student's needs range from those with a more ordinary nature to others with extraordinary nature. According to regulations, each group should receive Special Educations Needs provision:

1. Special Education Needs provision within Mainstream Education (Students with specific need of ed. support)
2. Separate Special Education Needs provision in Early Childhood and School Education (Students with specific need of ed. support)
3. Support Measures for learners in Early Childhood and School Education (Students in disadvantaged situation)

    Before us, our classmates were talking about the second point: Separate Special Education Needs provision in Early Childhood and School Education. It was actually a very fun activity as we were running to intent to get as much answer as we can.  Important detail  This activity was crried out at  8:30 in the morning!

Then we  executed our activity, explain in the methodology subsection. As a first approach to the content we  put forward the following questions that they had to  answer.

- According to the L.O.E. which are the students considered with specific need of educational support?

According to the 2006 Education Act, students with specific need of educational support are those: With special education needs related to physical, psychic or sensory disability, or severe behavioural disorder.  With specific language difficulties.  Highly gifted. With needs resulting from a late entry into the Spanish Education System. 

-  Can you give 5 examples of ordinary measures of attention to diversity?

These ordinary measures include prevention and detection of learning difficulties; implementation of reinforcement and support mechanisms; individualised attention; adaptation to the different learning rhythms; support in the classroom, groups splitting and flexible groups; selection and implementation of different resources and methodological strategies; non-significant curricular adaptations; adjustment of curriculum materials; activities for assessing studies adapted to students; and the foreseen optional subjects in Compulsory Secondary Education (ESO).

- What are the types of modules in initial vocational programmes and what are their main functions?

IQVP include three kinds of modules: specific modules, providing students with training in a professional profile; mainstream training modules, aimed at developing their basic competences and promoting transition from school to work; and modules leading to the obtaining of the degree of Graduado en Educación Secundaria Obligatoria, which are voluntary, except for students aged 15 abovementioned.

- What are the main characteristics needed in order to implement extraordinary measures?

The implementation of these measures requires a previous diagnosis of the students' education needs through the psycho-pedagogical evaluation made by the guidance specialised services. In addition, it is necessary a continuous monitoring in order to adapt the decisions taken and allow these students an access as wide as possible to the curriculum and to the mainstream schooling.

-Which specialization is required in order to deal with a disabled student? 

Teachers specialised in Therapeutic Pedagogy or in Hearing and Speech.  In order to reinforce the work carried out by the teachers in charge of the group.

- How long does it take for a student with special education needs to finish secondary education?

At this education level there is more flexibility. Students with special education needs can stay one year more than for the rest of students; this is not only in Primary Education, but also in Compulsory Secondary Education.

- Which are the most common difficulties in learning?

The most frequent learning difficulties are those related to oral language, reading (reading retardation and/or dyslexia), writing and calculus.

- Please provide three examples of measures taken for guiding parents and tutors of students with late entry into the Education System

Programmes teaching the language of host society; information to immigrant families on the Spanish Education System and promotion of their participation in their children’s education process and in the activities developed by the education community; and, creation of support services for intercultural mediation, and translating and interpreting services.