TASK 2

 Part A. With the help of the information in the document "Decree of attention to diversity" explains the following aspects. In addition, you must relate it to the attention to students from Ukraine: 


• The action of the educational center regarding the diversity of the student body, the Attention Plan for Diversity and the general actions for the attention to the diversity of the student body. (Kari)

-presentation of motives

The action of the educational centers is to give an education to all students including those with disabilities, they want to make sure that the education is adequate and appropriate for all students in relation to their characteristics and disabilities. The idea of the plan for diversity is to provide additional support for students who may need them in order to provide this education. It also says that they want to provide an individualized education for all students in order to create a successful educational experience for all students.

For students from Ukraine, this is important because they may require extra assistance in order to be a part of the general education classroom. In other words, extra supports included in an individualized education are going to help these students integrate into the Spanish education system faster and they are going to help these students be more successful throughout their time in the classroom.


• Ordinary support measures, specific support measures and curricular diversification programmes. (marta)

Article 39. For the evaluation of the measures established in this rule, the statistical data of the students receiving the educational measures, provided by the educational administration itself and by the educational centers, the evaluation reports carried out by the educational centers on the measures adopted and its results, the reports of the Service responsible for evaluation and the Education Inspectorate, the evaluation reports of the Service with competences in attention to diversity, the information received by the different sectors of the school community and how many others could reliably inform from the same.

The evaluation of the measures will take into account the number of students targeted by the measure and the incorporation of the measures into the center's Annual General Programming through the Diversity Attention Plan. Likewise, the development of the Tutorial Action Plan and the Academic and Professional Guidance Plan will be taken into account.


Part B. Explain the main characteristics of this type of student and give an example of each one. 

• Identification, monitoring and evaluation of specific educational support needs (Rosi)

Article 10. Comprehensive care for students with specific support needs will start when that need is identified and will be governed by the principles of normalization and inclusion. In these students' situations, parental participation will be ensured in decisions that affect their educational processes. Guidance professionals will collect data on the social and family context of these children. In addition, teachers will carry out an initial evaluation to detect these specific needs. This way, the tutor will be able to prepare an individual report for each of the students. There will also be three evaluation sessions in order to coordinate the monitoring process of the educational support measures. 

This follow-up in compulsory secondary education will be carried out through regular meetings between tutors and those responsible for educational guidance coordinated by the head of studies, following current regulations regarding the general evaluation. Those subjects with significant curricular adaptations will be identified in the evaluation documents with this symbol “*”. The evaluation of these students will allow them to modify the action plan and the schooling modality so that the students can enter a more integrated regime. 

At the end, teachers will elaborate an individualized report about their acquisition of knowledge.


Special educational needs (Laura). 

Article 11. Students with special educational needs are those who require specific educational support and attention derived from the disability.

Curricular adaptations are the responsibility of the teaching staff, and require the elimination of the prescriptive curriculum and the incorporation of those most in line with the needs of the students, seeking the maximum possible development of the basic skills established for the different educational stages.

When students with special needs require extensive and generalized support, they will be attended to within the ordinary center in specialized open classrooms with sufficient means for their specific educational support needs.

When the special needs of the students are serious and permanent and require greater support with adaptations in the subjects, they will be attended in special education centers or combined schooling between ordinary centers and special education centers.

The schooling of these students in special education centers (which may extend up to twenty-one years of age), will only be carried out when their needs cannot be met with the measures of attention to diversity of ordinary centers.

It corresponds to the Ministry with competencies in education to develop specific programs that promote the schooling of these students. It is also responsible for ensuring accurate means for the early identification of students' special educational needs.


• Specific learning difficulties. (Carmen)

Article 12. Students with specific learning difficulties present significant gaps in instrumental  knowledge due to the fact that they may suffer from attention deficit disorder and hyperactivity, developmental dyslexia, borderline intelligence, or other difficulties learning specifics… As soon as these difficulties are detected, it will be prioritized the individual reinforcement in ordinary groups, developing reinforcement education outside the ordinary classroom. And when these learning problems are overcome, the student will be able to rejoin his corresponding ordinary group. 

The teaching team and the Ministry of Education will be in charge of making decisions about what measures to apply and their preparation. 

For high school students, curricular diversification programs will also be considered.


• High intellectual capacities. (Rileigh) 

  • Article 13: High intellectual capacities 

  • A student with high intellectual abilities has exceptional performance in a limited number of areas or subjects. 

  • The educational attention to students with high intellectual abilities who present some talent or intellectual giftedness will be oriented in a special way to the full and balanced development of their abilities within the framework of the objectives established for the different educational stages.

  • When ordinary curricular and methodological measures are not sufficient for students with high intellectual capacities, a specific curricular adaptation of extension or enrichment will be adopted.


• Late integration in the Spanish educational system. (Lucía)

Article 14. 

  • Individual support in the ordinary classroom will be prioritized, taking place outside the classroom only when the linguistic-communicative deficiencies in Spanish are considered serious or when there are significant gaps in instrumental knowledge.

  • Students whose mother tongue is other than Spanish and who have serious linguistic deficiencies in this language may follow a Specific Program of Spanish for Foreigners.

  • After the time spent in the Welcome Classroom, these students will be incorporated into the ordinary reference group.

  • When the student presents serious shortcomings in the Spanish language and/or has lags or significant shortcomings in instrumental knowledge, they may be temporarily cared for in a Reception Classroom, it will be simultaneously with their schooling in ordinary groups.

  • It is up to the teaching team to carry out, if necessary, the adaptations of the curriculum to the conditions and circumstances of the students, which do not imply the observation of the prescriptive common objectives, nor the achievement of basic skills.


Part C. Explain the principles of each of the type of schooling 


• Principles for the schooling of students with specific educational support needs. (Kari)

  • Article 32

  • The first principle is to support the teacher 

  • Support the process of teaching and learning, support the plan of tutoring, and professional and occupational orientation

  •  Support the transition from school to adulthood, teaching students to be independent in their lives after school.

  • They want to provide support for parents and families of the students and they want to make sure their classmates are educated. They also want to promote collaboration in the classroom. 

  • The schools want to make sure that students have the proper access to possible diagnoses and that there are specific programs and coordination between different departments in the school.  


• Schooling of students with special educational needs. marta

Article 32. Guidance in special education centers. 

1. Special education centers will have an educational orientation area, which may adopt the department structure, and whose primary function will be to support the tutor in the development of his functions.


• Schooling of students with high intellectual abilities. (Rileigh) 

  • Article 13

  • It is up to the professionals of the educational orientation to identify their specific educational needs and propose the educational response of these students, specifying the teaching and learning strategies that the centers will adopt, such as:

  • content with varying degrees of difficulty, enlargement and free choice activities, adequacy of resources and materials, flexible organisational models, specific support programmes and measures and adaptations in evaluation procedures

  • The educational and psycho pedagogical guidance teams will carry out the evaluation and opinion required for the adequate schooling of students who present high intellectual abilities, as well as for the monitoring and support of their educational process.


• Schooling of students with late integration in the Spanish educational system (Carmen) 

Article 19. The schooling of students who join the spanish educational system late, will be governed by the principles of normalization, integration and educational inclusion and will ensure its non-discrimination and balanced distribution between public centers and concerted private centers.

The incorporation of these students will be carried out taking into account their circumstances, knowledge, age and academic history, so that it can be incorporated into the course that best suits its characteristics and prior knowledge, with the appropriate support, and in this way continue to take advantage of their education.





Part D. Explain how educational guidance services work 

• Guidance services in primary and secondary education. Organization, operation and procedure.

Article 31: Infant and Primary Education

  1. The educational and psycho pedagogical guidance teams will constitute the technical support of the orientation in the stages of early childhood education and primary education. 

  2. The educational and psycho pedagogical guidance teams shall be multidisciplinary, shall be organised into sectors by geographical area and shall carry out their work in the infant and primary stages and shall collaborate with the guidance services of secondary education centres and special education centres.

  3. The educational and psycho pedagogical guidance teams:

    1. Educational and Psychopedagogical Sector Guidance Teams.

    2. Educational and Psychopedagogical Guidance Teams of Early Care. 

    3. Specific Educational and Psychopedagogical Guidance Teams.

  4. The educational and psycho pedagogical guidance teams will carry out the evaluations required for the adequate schooling of students who present special educational needs and/or high intellectual abilities, as well as for the monitoring and support of their educational process.

  5. It is up to the early care teams to detect special educational needs early and to guide and support parents in order to optimally develop their children, focusing their actions on the first cycle of early childhood education.

  6. The specific educational and psycho-pedagogical guidance teams shall provide specialised support to the sector teams, early care teams and guidance services of secondary schools where pupils with special educational needs and high intellectual abilities are enrolled and, in collaboration with them, to schools and pupils in need.


Article 33: Guidance in secondary education.

  1. The guidance department of public centers and the counselor of adult education centers will be the educational structures in charge of educational, psycho-pedagogical and professional guidance in secondary education.


  1. There will be collaboration with teachers and administration to develop tutorial action plans for students with special educational needs and intellectual advantages. These plans work to improve school coexistence, improve attendance, and reduce early drop out rates.


  1. They will pay special attention to the assistance to the parents or legal guardians of the students.




  1. The educational and professional guidance will be aimed at the personalization of education, the process of personal maturity and the transition from the educational system to the world of work.

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