Each student according to their needs and characteristics will require one or another type of adaptation so that it can become a means for the student to meet the objectives proposed in general for other colleagues.
Individual Educational Plan is the set of decisions tomasn from classroom programming to develop an educational proposal for a particular student and his context, to address their special educational needs that can not be shared by other students. It is not an end in itself but a means that leads to the ultimate consequences of the principle of individualization of instruction.
can be made:
- adjustments in access: access spatial, physical access and communication access.
- curricular adaptations, modifications from the programming objectives, content, methodology, activities, evaluation criteria and procedures to address individual differences.
• not significant curricular adaptations : curricular elements are modified without affecting the basic teachings of the curriculum.
• significant curriculum adaptation: these are the adjustments that modify the prescriptive elements of the curriculum, namely: general objectives of stage or area, the minimum content set and evaluation criteria.
Following the structure that we proposed LOE the kinds of needs that require special attention are: - highly gifted: They are children that have larger capacities than the rest of his peers, require measures extraordinary care to reach their fullest capabilities and potential. - Incorporating education system late : Are students with difficulties in finding educational and support needs arising from their late entry into the education system. Students with no knowledge of the language used or more than two curricular courses lag. - Students with special educational needs : Within this group we find two types of needs:
· conduct disorder, disruptive behavioral manifestations that come to break the established order of the kind of systematic way. The most common is Attention Deficit Disorder with Hyperactivity (this population is a candidate to establish a support plan for your needs, not to change their curriculum)
· Disability: physical, mental or sensory
- Other personal circumstances : sexual affective diversity, history of school failure, oral language alterations, changes in written language.
should be individualized teaching-learning process based on the needs of students, using a series of plans, projects and programs suited to their needs.
Paralympic Winter Games in Vancouver, Canada 2010 were launched on Friday 12 March. Parlímpicas tests are only five: alpine skiing, biathlon, cross country skiing, ice hockey and wheelchair curling. In addition to sporting events, the Paralympic Games are accompanied by cultural events, educational and promotional culture of inclusion. running until March 21 in Canada. The opening ceremony was held in Vancouver BC Place Stadium before about 60,000 spectators.
On 31 January, FEAPS held the opening ceremony of the Congress Toledo 10, a reflection process that will culminate in February 2010. FEAPS, English Confederation of Federations and Associations Mentally Handicapped Persons has defined its mission as "improving the quality of life of people with intellectual disabilities and their families." Consider the family the foundation on which sits the integration of people with intellectual disabilities. This integration within the community will only be possible until it has produced in their own home environment. Therefore, the positive and active role of the family are the most useful and effective to do so.
To do this, families need specific support, whether guidance, training or overload relief. The MOVEMENT FEAPS comes to meet the demand of support, with the constant guidance of the search for their quality through continuous improvement. Any activity or action is not oriented improve the quality of life of people with intellectual disabilities and their families, is considered a waste.
To enhance the work with families, in 1994 it launched a statewide program of support and respite care, which has carried out many activities with and for families, understood in a broad sense (parents, siblings , grandparents ...).
For this reason, we designed a Family Support Service, part of the portfolio of services with the same importance as others, whose mission is to accompany families People with intellectual disabilities in their project life, from its own resources and strengths, according to their needs and demands and providing the necessary support to improve their quality of life and welfare of each of its members. The needs and demands of families that seek to answer are those derived from having a member with disabilities.
To meet the needs arising in families with a member with intellectual disabilities, associations FEAPS runs a Family Support Program.
It aims to provide support to these families throughout their life cycle in five major areas: information, guidance and counseling, emotional support, enhancement, training and reconciliation of personal, family and work.
currently comprises over 32,000 families, organized in 89 institutions, managing 286 centers and more than 14,000 places for people with intellectual disabilities and their families. Work in them more than 3,800 professionals and volunteers working together around 1000. http://www.feaps.org/
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