LAWS INCLUDING SPECIAL EDUCATION
1990
LOGSE: SCHOOL MODEL OPEN TO DIVERSITY
1970
MOYANO LAW
1978
NATIONAL SPECIAL EDUCATION PLAN
ARTICLE 27 OF THE SPANISH CONSTITUTION:
EDUCATION WITHOUT EXCEPTIONS
1985
SPECIAL EDUCATION REGULATION
1982
SOCIAL INTEGRATION OF PEOPLE WITH PHYSICAL DISABILITIES
DEAFNESS OR HARD-OF-HEARING STUDENTS
SPANISH SIGN LANGUAGE
SPECIALISTS IN SPANISH SIGN LANGUAGE
DEAF ADVISORS
DISABILITY TRAINING
ADVICE OF EDUCATIONAL AND PSYCHO-PEDAGOGICAL GUIDANCE TEAMS
IT IS DIVIDED INTO:
AUDITIVE
MADRID ESTE
CEIP "García Lorca"
MADRID OESTE
CEIP "Los Ángeles"
MADRID NORTE
CEIP "Emilio Casado"
MADRID SUR
CEIP "Ciudad de Madrid"
MADRID CAPITAL
CEIP "Hernán Cortés"
BILINGUAL
SCHOOLS
CEIP GAUDEM
DIRECT-GRANT SCHOOL
CEIP PONCE DE LEON
STUDENTS FROM 3 TO 21 YEARS OLD
CEIP EL SOL
PUBLIC SCHOOL
1-5 STUDENTS
COTUTOR
1-2 STUDENTS
TUTOR
HEARING AND LANGUAGE TEACHER
BILINGUAL TEACHER
USE OF TWO LANGUAGES
ORAL
LSE
LOGSE (1990): FIRST INTRODUCTION OF ACNEE
ART. 7 LAW 27/2007
In this article of law 27/2007:
- Resources are introduced to facilitate the learning of Spanish sign language
- The bilingual model is implemented
- Spanish sign language is opted as an optional subject
- Qualified personnel are needed on ' LSE'
- Training plans and programs for teachers are posed.
NEURODEVELOPMENTAL DISORDERS
METHODOLOGY: TEACCH
CHILDREN
COMMUNICATION-HANDICAPPED
AUTISTIC
EDUCATION
TREATMENT
CHILDREN WHO PRESENT ASD/TEA CLASSROOM
FROM THREE TO FIVE CHILDREN IN THE CLASSROOM
HAVE TO BE AT LEAST ONE HOUR PER SUBJECT DURING THE WEEK IN THE REGULAR CLASSROOM
CP LUIS BELLO (CHAMARTÍN)
CP MIGUEL SERVET (CARABANCHEL)
CPR COLEGIO GAUDEM (BARAJAS)
FOCUS ON
RULES
GAMES
LANGUAGE
COMMUNICATION
SOCIAL SKILLS
PROFESSIONALS
SOCIAL INTEGRATION TECHNICIAN
PSYCHOPEDAGOGICAL THERAPHISTS
PHYSICAL DISABILITIES
SCHOOLS OF REFERENCE
CEIP LAS ACACIAS (POZUELO DE ALARCÓN)
CEIP EL ENEBRAL (COLLADO VILLALBA)
CEIP FEDERICO GARCÍA LORCA (BOADILLA DEL MONTE)
SPECIALIZED STAFF
PHYSIOTHERAPISTS
NURSES
EDUCATIONAL TECHNICIANS
AUDITION AND LANGUAGE SPECIALISTS
PHYSICAL THERAPISTS
UNIVERSAL ACCESSIBILITY AND DESIGN FOR ALL
SOLUTIONS FOR PHYSICAL BARRIERS
SHORT-DISTANCE LIFTS
PLATFORM STAIR LIFTS
RAMPS INSTALLATION
ALL STUDENTS ARE TOGETHER
WITHOUT PHYSICAL DISABILITIES
WITH PHYSICAL DISABILITIES
SPANISH EDUCATIONAL SYSTEM
ORDINARY SCHOOL
PREFERENTIAL
MAINSTREAM SCHOOL
3 TYPES OF EDUCATIONAL GROUPS
SPECIAL EDUCATION CLASSROOM IN ORDINARY CENTER
THE STUDENT REQUIRES A SIGNIFICANTLY ADAPTED CURRICULUM
ORDINARY GROUP WITH SUPPORT IN VARIABLE PERIODS
THE STUDENT REQUIRES PERSONALIZED ATTENTION AND CAN BE PARTIALLY INTEGRATED
FULL-TIME ORDINARY GROUP
THE STUDENT FOLLOWS THE SCHOOL CURRICULUM TO PERFECTION
3 TYPES OF SCHOOL
LOS SAUCES EUROPEAN PRIVATE SCHOOL
GRANTED
NTRA SRA DE LAS NIEVES
CEIP MANUEL NÚÑEZ DE ARENAS
NOT SO SPECIALIZED IN DISABILITIES
MAIN IDEAS
EXTRA CLASSES & TEACHERS HELP
SAME EDUCATIONAL OPPORTUNITIES
SOCIALIZATION ENVIRONMENT
ACADEMIC PARTICIPATION
NO SEGREGATION
INTEGRATION
SPECIAL EDUCATION
DINING ROOM AND TRANSPORT SERVICES ARE OF FREE CHARGE
TRANSITION TO ADULT LIFE PROGRAMMES
WITH A VIEW TO FUTURE EMPLOYMENT
STUDENTS INVOLVED IN WORK PLACEMENT
FROM 17/18 TO 21 YEARS
TYPES OF SPECIAL SHOOLS
CONCERTADOS
(PRIVATELY-OWNED BUT STATE-FOUND)
EXAMPLE: COLEGIO VIRGEN DE NURIA
PRIVATE
PUBLIC
EXAMPLE: COLEGIO SOR JUANA INÉS DE LA CRUZ
STEPS TO FOLLOW TO MAKE KIDS
RECEIVE THIS EDUCATION
3. EDUCATIONAL INSPECTION SERVICES
2. ACCORDANCE BETWEEN FAMILY AND SCHOOL
1. ASSESSMENT OF THE STUDENT
UNTIL 21 YEARS OF AGE
CARRIED OUT ONLY WHEN NEEDS CAN’T BE MET IN AN ORDINARY SCHOOL.
