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