“One of the fundamental human rights is the right to education, and no person Shall Be Deprived of it. To Effective Make this right, the whole process of teaching and learning be adapted to the must-Characteristics of students with Special Educational Needs.
Changes Affecting five LOGSE enter secondary education:
Creating a new structure of the Educational System That extends to sixteen years the Requirement With The Emergence of a new stage, and restate the ESO-Baccalaureate and Vocational Training.
Changes in the organization of teaching to get a Comprehensive education and respond to student diversity. General general Appear Capabilities Objectives of stage, even as new areas designated as means-ends-no, new types of procedural and attitudinal contents, Noted for ITS Functionality, comprehensiveness, intercisciplinariedad, introduction of cross-cutting issues, etc. ..
Greater rigor in Educational Planning and Autonomy for Dealing with diversity: Education Project, Curriculum Project, Programming, Curriculum Adaptation Diversification Program, and so on.
Joining the teaching of the great Advances of the last twenty years of learning and human development: Processes reconstruction, role of motivation, information processing, Prior Knowledge, adaptation to Interests, Abilities and Motivations.
Building a collaborative working model in the center. A context in education Which sits as a challenge, a field of research and searching for solutions in the integration That Makes Sense.
These Educational Changes require time, teamwork and mutual Adjustment to Achieve a quality education.
The integration is conceptualize as the central task, as a compensatory education Understanding Mechanism and Potential Standardization of Individual Differences and Inequalities derived from Them.
The Principles on Which the integration is based are:
- Standardization: There Should Be a parallel education, students as possible to approach Should the regular curriculum.
- Personalization: To Fully Develop The Powers of the people, Respecting Their individual characteristics.
- FITNESS FOR DIVERSITY: The Educational Response Must approach the Needs of Each Student.
- SECTORIZATION: Implications About Arrange the provision of and Educational Services to the Environment in Which the historical Develops student life.
Students Who are the subject of the integration program are Those with Special Educational Needs associated temporary or permanent-With Your School or Educational history and personal Characteristics of giftedness, Tinnitus Miracle mental disability, motor or sensory. “(A text prepared by an official commission document, the author Which Was the coordinator)
The integration of disabled children in schools have Been Done in Different Ways if you look at the Various publications are related to the That topic. Where if all agree is the Need to Change Attitudes of the school community regarding the integration of disabled children.
In the Secondary Schools Have Been Integrated students since 1992, In Those centers in Which They Anticipated the L.OGS.E. At first, parents, teachers and students, We had no clear models, although Because It Had Achieved positive results in basic education and general literature Began to Appear On this experience, They Were in the novel Situations Institutes. Could not generalize the lessons Learned in schools and the organization and style of These Were Different.
LEGAL FRAMEWORK
The legal framework is in Which We Rely Article 27 of the Spanish Constitution (BOE 12/29/78) Which recognizer the right to education, That this is compulsory and free … In Article 49 Refers to a policy of preventive, treatment, rehabilitation and Integration with Disabilities physical, sensory and psychic.
30/04/82 BOE Appears in the Law of Social Integration of disabled persons (LISMI), Which Appears as integration Into the system of regular education for the disabled generally, Programs Receiving support and resources you need.
In 1985 Will Be Regulated by Royal Decree 334/1985, the management of Special Education. It sets out the management of General Basic Education, Vocational Training or Training Special Training Adapted Learning Task
Law 1 / 1990 of October 3 (BOE 04 / 10 / 90) General Management Education System in Chapter V deals with Special education Where There Is Already talk of Pupils with Special Educational Needs
Will Have to wait to 1995 Appears in the Decree 696/1995, Regulating the Education of Pupils with Special Educational Needs (BOE 06/02/95) and 1996 with OM 14/02/96 (BOE of 23 / 2 / 96): Psychology Assessment and Anee schooling process. And the MO of 02/14/96 (BOE 02/23/96): Anee Assessment in General Education in order to Have Effective guidance from the Centers on the Educational process of students with Special Educational Needs.
But We have said That the students are Earlier Integrated Into the Istituto Secondary Education in 1992 and Has Been the professionalism of Some teachers have allowed this integration That is Carried out.