Assessment, Planning and realization of the educational response

Assessment, Planning and realization of the educational response

IN CASE OF MENTAL RETARDATION AND AUTISM

? Index

1. Case Presentation

2. Educational Needs Assessment Criteria

3. Global Curriculum Proposal

3.1 General aspects of curriculum adaptation

3.2 Capacity to influence priority general

3.3 Proposal Selection and justification? Curricular priority areas

4. Priority objectives and content of curriculum adaptation

Among the positive changes in recent years in Special Education, is the rejection of the labels produced due to the negative effect on the child. It has begun to address the special needs of a different perspective des whose main characteristic is that it focuses on the child but the child's interaction with its environment and educational context. It follows that we no longer face a deficit, but by a special educational need. The difficulties of student learning is fundamentally interactive, they depend on both the student's personal characteristics and the characteristics of the learning environment in which it operates and educational response is offered.

Case Presentation

We present two cases of students (mental retardation and autism), 7 years old.

Case A Child 7. Presents stereotyped behaviors, which caused him problems with communication and interaction with their family and social environment. Oral language with great difficulty, rhythmic beeps occasionally. Diagnosis: Autism classic mild mental retardation.

Child B Case 7 years: autism with mild mental retardation, diagnosed when he was the age of 15-16 months. Presents language disorders, learning difficulties. It is a loving child but their difficulties have led him to be very shy and communication and relationship difficulties. Is altered and is easily frustrated when he can not do what other children do, so your mood is unstable.

Neither child has exceeded the minimum of the pre-primary education.

Autism is a disorder qualitative relationship, with communication disorders and language and a lack of mental and behavioral flexibility, which may be attached a degree of mental retardation. With respect to mental retardation, is related to general intellectual functioning below average, and is associated with deficits in adaptive behavior. Is the result of how it interacts with its capabilities, more or less limited, in different contexts of everyday life.

Educational Needs Assessment Criteria

It is obvious that if students need a curriculum adaptation due to their special educational needs, which does not mean they should be exempt from the proposed general education curriculum, but it must be the most appropriate taking into account their particular characteristics.

It is necessary to establish procedures and criteria of evaluation to determine your needs and, thus, provide adequate guidance to teachers with reference to the most appropriate educational response for both. The aim is therefore to identify these special needs to adjust the various components of education response.

In both cases it is necessary to work with a multidisciplinary approach to ensure that relevant information is obtained from the elements in the teaching-learning process. This contribution will help identify educational needs and be the basis for the proposed curriculum, personal services, support materials, what teacher preparation ... It should ensure the participation of all stakeholders in the educational process of children (school, family, social, health professionals, speech therapist, physiotherapist, social worker, therapist, etc ... -).

The evaluation criteria must take into account variables: Student, School and Institutional Context, Family and Social Context.

STUDENT

§ Know the student's specific conditions that may affect the development process, clearly defining their dysfunctional areas, and not based solely on global assessments: medical history, level of development in cognitive, motor, personal or emotional balance, relationship interpersonal, social integration. The goal is to understand how all this influences their learning.

§ The qualitative and quantitative functional organization of the student's abilities. Through the various medical reports, speech therapy, psychological and pre-school to determine the level of skills curriculum, the educational psychologist should be able to perform the corresponding valuation

INSTITUTION AND SCHOOL CONTEXT

§ Classroom: The objective is to analyze the relationship pupil / teacher / partners, analysis of educational practice: methodology, strategies, setting the level of student support with which the student has

§ School Centre: Assessment of the institutional response to student needs, distribution of time, space, training and collaborative work of teachers, etc ...

FAMILY AND SOCIAL CONTEXT

§ Assessment of the context of the student: You should assess how different variables affect those around him and that may condition their educational process. The child must have a continuum between the two, ie there must be a constant interaction between family context, social and school, with an evaluation of the present real opportunities and gaps for possible negative inferences. You have to know what kind of emotional relationships exist in your environment, family expectations, learner autonomy, responsibilities granted, etc ... At the household level, it is important to know their degree of structure, policies, predictability, and the degree of perceived child by those around him (anxiety, assimilation, frustration, guilt ...).

Equally important will make this assessment based on detailed observation in real interactive contexts. In order to make appropriate assessments, considering that each student has their own times, the strategy is to set a pace appropriate to their particular characteristics and needs.

Global Curriculum Proposal

General Aspects of Curricular Adaptation

According to N.E.Es. of students, curriculum should be an adaptation (accommodation or adjustment of common educational offerings to their abilities and needs). We assume that the method of intervention will have as main characteristic of social interaction approach, the basis of learning and structuring of the personality of the students. 'll Play the affections of intent, body contact and verbal.

Once we have located the student with respect to Proposal Education through Curriculum Assessment, the psychologist, in collaboration with different essential professionals (speech therapists, physical therapist, educator, etc ...), you must make an adjustment to the current education curriculum, can access to make an adaptation (changes in space or communication resources) or an adaptation of curricula, which will be more or less significant in terms of diversity and the degree of disability, or both. In the present case, autism with mild mental retardation, the adjustment is significant, since the general approach is often quite distant from the needs of these students, since it will require a prioritization of certain nuclear contents of the curriculum and different timing. When significant, the adjustment is made in a collegial way and according to an assessment psychology. The adjustment of the curriculum will affect the objectives, content, grouping, methodology, teaching techniques and learning, assessment and activities.

The center, considered as the normalizing and inclusive context, is one of the important elements for these students with special needs, it must be a driver for enrichment processes of identity construction and personal autonomy, and must have the adequate human and technical resources. Children should only attend centers / units specific to E. Especially in cases where it is essential. In regard to the school context, it should strive for integration into a regular school. Reflected this principle in the Law on Social Integration of disabled people (1982), in the LOGSE (1990) and the regulations made by the different administrations in the development of the laws cited. In case of autistic children, special education (no more specific in intellectual ability) or the integration may be the best option. But to get these students in a mainstream school, the classroom must have the necessary resources, such as classrooms with a limited number of students in order to devote individual attention when required.

In this case, integration is chosen in a specific classroom for special education in a mainstream school, to make students feel included, but due to their difficulties, they can be properly cared for individually.

Another relevant aspect is the interaction with the student: The pace of progress of individuals with autism, PDD, mental retardation ... is different for each, there may be periods of rapid progress and periods of regression, etc ... so is absolutely necessary to develop an empathic relationship in which the major premise is a good quality of relationship. Special attention should be paid to signs used in the relationship, proxemic variables, variables emotional and anything that might adversely affect the interaction.

General abilities to influence priority

Both have the age of 7 years, corresponding to the first year of primary education cycle (from 6 years of age) However, if children have not reached the minimum required to start the first cycle of Primary Education, so that, as provided for by law, you can take the decision to stay another year in the second cycle of the stage by resolution of the corresponding Provincial Delegation requested by the center, following a report of the guardian and family under Team positive estimate educational psychologists in order to achieve the objectives of the stage. The first step therefore is to extend the duration of primary education in order to properly address their special educational needs. This enlargement, there is initially for one year, and at the completion of the conformity assessment will progress.

These children have problems specifically in the area of ​​communication and language. Therefore, the curricular areas of the second cycle of child (? Area of ​​Identity and Personal Autonomy,? Area of ​​Physical and Social? Area Language: Communication and Representation), we make an impact in the block priority which includes content related to the communicative function and linguistic area: the? area Language: Communication and Representation, although workers covered by the other two areas because they can not dissociate any of them. Types of special needs in the area include increased attention to people and everyday situations, to establish interactions with peers and adults. Development of communicative expression patterns and increase their repertoire. Routines and involvement in school work and home ...

Educational work includes upgrading the communication skills of children, either in the reception and interpretation of messages and the production / emission, fundamental in autism. This will give you a better understanding of the outside world and also will enhance the original expression, imagination and creativity. Communicative development is closely related to the development of other areas. On the other hand, the language is essential as a tool for personal communication, to regulate the behavior of others and as a regulator and planner of their own behavior.

They will, therefore, a priority focus on all communication and language: the acquisition and development as well as its relationship to the development of thought, social and emotional development.

Education must ensure that the student has functional skills so that you can become more proficient with the different demands of community life. These skills are part of the curriculum of reference and meet your individual needs and possibilities.

Proposal selection and justification? Curricular priority areas

The following table shows a proposal for adapting curriculum in priority areas:

Curriculum adaptation - PROPOSED CURRICULUM PRIORITY AREAS

Special Educational Needs: () Permanent (X) Temporary

Arising from: () Sensory Disability (X) mental disabilities () motor disability () History and school staff () socially disadvantaged () disadvantaged cultural situation

Adaptations to access the curriculum:

§ Context aula_ Flexible grouping to promote the interactions of students: learning together while ensuring individual attention for students who require it. In this case, a specific classroom for special education in a mainstream school with limited number of students

§ different and specific instructional material that promotes stimulation and increase student motivation

§ Professionals specializing in students with SENs.

Curricular adaptations:

§ Prioritization Communication Contents: Functional aspects of language. Learning Oral, written and empowerment of reading comprehension. Communication skills: using combinations of alternative and augmentative communication

Prioritization § Knowledge of self and others: self-recognition and under the same emotions and gestures, expression and self-regulation of emotions: what is right and what is not, start-finish-hold a conversation, participation in games ... ; work tolerance to frustration, anxiety and work closures, etc ... Focus on the aspect of socialization for the development and promotion of interpersonal relationships

§ Acquisition of basic habits of personal autonomy, to acquire functional and adaptive skills. Important in case of mental retardation.

It is clear that these students have disorders that are not processes that send in a period of time, so that it will require continued educational monitoring plan.

To evaluate the results would be desirable to establish a continuous assessment to inform us about the progress of the adjustment made, thus being able to intervene early if necessary with support and reinforcements. In case of infantile autism, recommended structured observation techniques, specific and discreet. Depending on the assessment at the end of this annual period, the team must decide on curriculum changes, changes in the support, collaboration with family, possible decisions about their promotion for their passage to the content for the initial cycle of Primary for their age.

Priority objectives and content of curriculum adaptation

The objectives must be:

§ Individuales_ still being diagnosed with the disorder, each child is different. Programming will be targeted to each student in a concrete

§ Prioritarios_ Not everything can be achieved, it is necessary to prioritize

§ Funcionales_ What for some people is functional for others it is not. For example, for these children is more functional to have greater social skills to learn a foreign language

§ estructurados_ Sequential and objectives will be chosen as base for future acquisitions, subdividing the overall objectives in specific.

§ Assess, operational and medibles_ as specific targets in order to make possible an assessment of progress.

? Area Language: Communication and presentation (gestures, facial expression and oral)

Objectives of the Proposed Curriculum: 1. Using language as a tool of communication, representation, learning and enjoyment, to express ideas and feelings through spoken language. 2. Expression of emotions, feelings, desires and ideas through oral language through other languages ​​and alternative communication, which best suits the student. 3. Understanding the intentions and messages from other children and adults, verbal or physical.

Curricular Content of Proposal:

Verbal Language Block: Oral language is especially important when the learning mechanism, regulation of conduct, a manifestation of experiences, feelings, ideas, emotions, etc ...: Listening, speaking and conversing: Use and progressive assessment of oral language to evoke and relate facts to explore skills to express and communicate ideas and feelings and to help regulate their own behavior and that of others. Progressive use, according to their difficulties and not with age, varied vocabulary. Progressive framing of simple sentences and clear pronunciation. Exercise participation and listening. Progressive accommodation of their statements to standard formats, and approach to the interpretation of messages, texts and oral narratives produced by audiovisual means.

Block Body Language: Body language by which children learn to use his body, his gestures, attitudes and movements with a communicative intention is particularly interesting and representative lines of communication to teach their affections and to account for his knowledge and perception the world. Priority Contents: Discovery and testing of gestures and movements as a resource body for expression and communication. Encourage the use of social gestures (applause, kisses, marking with a finger to ask for things ...) Use, communicative and expressive intent, the body's own motor possibilities. Participation in games and dances (the extent possible) as well as body language exercises. Body relaxation exercises.

For now, let the targets for literacy and reflection.

? Area Self-knowledge and personal autonomy

Objectives of the Proposed Curriculum: 1. Identify your own feelings, emotions, needs references, and be able to call them, express and communicate them to others, identifying and respecting also those of the other 4. Carry out, increasingly autonomous, usual activities and simple tasks to solve problems of everyday life. Increase your self-confidence and initiative.

Curricular Content of Proposal:

The body and block the image itself: to influence the body's own exploration. Using the senses, sensations and perceptions. Identifying requirements, regulation and control. Identification and expression of feelings, emotions, experiences, themselves and others.

Block and daily life activity: Initiatives and progressive autonomy in performing daily tasks. Skills for interaction and collaboration to establish caring relationships with others.

? Knowledge of the area

Objectives of the Proposed Curriculum: 1. Interacting with others, so more and more balanced and satisfying, gradually internalizing social behavior patterns and adjusting their behavior to them. Curricular Content of Proposal:

Block Culture and social life: Develop your sense of inclusion in their first social groups of belonging. Encourage interaction with peers, with the mediation of an adult, using verbal and physical prompts in the school (classroom, playground ...) and your home. Progressive incorporation of behavioral patterns.

We must take into account the types of support (physical, visual and verbal) as well as reinforcing the student will need in the conduct of activities in order to adequately develop the objectives and proposed content, and start as easy to most difficult.

All with the overall approach to contribute to their development and their quality of life.

References and materials consulted

Schalock, R.L. (2002). The conceptualization, measurement and application of quality of life in people with intellectual disabilities cone: report of an international panel of experts. Robert L. Schalock (et.al.). Century zero. N º. 203. In September. -Oct. Pp. 5-14. Madrid.

BAIO, V. And KUSNIEREK, M. (2003). The autism: a psychotic at work. Journal of Psychoanalysis, 28, 148-157.

Gomez, Maria. (2001). Mental retardation and special educational needs. III Congress "Attention to Diversity in the Educational System? Salamanca University. Institute of Community Integration (INICO).

Viewed at: http://www.usal.es/ ~ inico/actividades/actasuruguay2001/6.pdf (15/03/08)

Royal Decree 114/2004 of 23 January, establishing the curriculum of primary education



Royal Decree 1630/2006 of 29 December, establishing the core curriculum of upper secondary education for children.

(BOE 21/11/1995) LAW ORG? NICA OF PARTICIPATION, EVALUATION AND THE GOVERNMENT OF THE CENTERS

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