INTEGRATION PROJECT

THEORETICAL AND NORMATIVE FOUNDATIONS

INCLUSION - INTEGRATION:
Inclusion is considered a way of life opposed to segregation, it is
essentially a matter of values and a conception of respect for diversity that
it is addressed to the entire student body and not just to students with disabilities.
Inclusion raises a different way of understanding disability, the school,
learning, professional practice, society, teacher training, etc. therefore, not
It is necessary in this approach to identify students with deficiencies as they are replaced.
the idea of deficit for another that includes the potentials and possibilities of each person
and a range of strategies is available for each student according to their
needs.

CONCEPT OF SPECIAL EDUCATION:

Special education is the set of knowledge, services, techniques, strategies and
pedagogical resources aimed at ensuring a comprehensive, flexible educational process
dynamic for people with special educational needs, temporary or
permanents.
Su finalidad esencial es la formación integral de las personas con necesidades educativas
special through appropriate resources and pedagogical interventions that
enable them to fully develop their potential for school and social integration
labor
Special education focuses its actions on achieving the goals and objectives of the policy.
provincial educational; therefore, it responds along with Initial Education and Education
Primary education towards the guidance of a single educational system that in practice crystallizes in
the adoption of the common curriculum as a framework for adaptations
curricular activities that each special school carries out when developing the Curricular Project
Institutional.
This educational process is guaranteed in special schools and/or regular schools,
through diversified educational offerings.
This is why new perspectives for special education are presented, as its
to act does not remain confined to a specific area, but opens up to new possibilities
possibilities of joint work with the regular school and with other sectors of the
community. This benefits students with disabilities as they can
to remain or integrate into the regular school or to be educated in a special school. The
special education in the province of Santa Fe is part of the educational system structure
provincial, adopting an organization that:
Articulates, accompanies, and facilitates the transition of students with educational needs.
special to regular or common school services at educational levels
provincial, through school integration proposals;
It allows for specific attention in centers or special schools when the students
integrated into regular schools require learning that compensates for their
disability
Ensures educational support for students who, due to their characteristics, need it.
differentiated pedagogical proposals in special schools.
WHY INTEGRATE?
The integration of students with disabilities into the common system makes it effective.
right to education and equality of opportunities. The aim is to overcome the
separation of common and special education considered -the latter- as a system
parallel, distinct and marginalized from the curricular experiences of the regular school. The
The observation of differences does not imply that these people should be excluded or
marginalized from the rights of the majority, quite the opposite.

SCHOOL INTEGRATION:
It is about addressing the child's specific difficulty and disability within a framework of
reference called project of integration between the special school and the regular school,
where a coordinated group of professionals work multidisciplinary with the child
special and its situation.
The main objective around which integration revolves is to ensure that the child with
difficulties and/or disabilities find in the school environment a type of life as much
"normal" possible, and for this, it will require the assistance of a complete work team,
that has left behind the idea of special education as marginalization and segregation.
This concept can be misunderstood if understood as forgetting, minimizing, or evading.
the differences of the child, so it is necessary to assume them and adapt the school context to
the special conditions of the child, highlighting the work of the entire team, without which
la integración no sería posible, y cuyo fin último es lograr que el niño trascienda el ámbito
schoolchild, with the greatest feeling of being 'autonomous and productive'.
The Regime for the School Integration of Children, Adolescents, and Young People with
Disability, Res. 1716/07, defines School Integration as 'the process by which the
How a child, adolescent, or young person with disabilities can build learning in the
framework of conventional schooling.
School Integration should be understood as an Interinstitutional Project of
Interdisciplinary Intervention.
The Integrating Team will be made up of the Integrating Teacher, Members of the Service
Psychopedagogical and Management Staff of the Special School Core and Classroom Teachers
Classroom and/or Specializations and/or Teachers and/or Tutors and Management Staff of the Service
Educational from the other level and/or modality involved in the Integration Project.

Terminological Differentiation
The expression special educational need should be used specifically and
careful so that it does not become a concept that conceals real problems or in
a new way to refer to disability.
A deficit is called the limitation or deprivation of some faculty or function derived from a
pathology of organic or psychological origin.
The term disability is a more dynamic concept and relates to conditions
from the family, school, and social environment in which the person develops and which can be
modified in order to make them favorable.
In this regard, the action is not focused on the deficit but on reducing disability.
through actions that facilitate the subject's adaptation to their environment.

FORMS OF INTEGRATION

COMPLEX INTEGRATION
The child attends regular school full-time. The integrative teacher fulfills
a role of advising the regular grade teacher. Does not attend the school to assist.
to the student. He will make the adjustments he deems appropriate to the planning of
grade teacher, will suggest materials and activities, will accompany the teaching work and
will supervise the child's pedagogical development.
At the same time, the student can receive specialized support within the regular school and/or
from the special school, in the same shift or in the opposite shift.

SHARED INTEGRATION
The student develops a shared curriculum, part of which takes place in the
special school and another part in the regular school. For this, an attitude is essential.
flexible and open to interdisciplinary teamwork from both
institutions, where the contributions of different professionals are valued equally
involved.

PARTIAL OR REDUCED INTEGRATION

The student develops most of the curriculum in special school or in the grade.
radial, but regular contacts with students in the mainstream school are encouraged, which
can be in some areas such as Artistic Education, Technology, Physical Education,
etc., or in some activities such as school events, outings, recess, snacks, etc.

MODE OF INTEGRATION
The modality of Integration and the intervention devices will be agreed upon between the
Special School Core, the Educational Institution of the level and/or modality that
would correspond with family participation, adhering to the guiding principles
that dictated and/or dictate the ME.
Integration modality is understood as:
Definition of Curriculum Adaptations.
Intervention of the Integrative Team of the Special School / Educational Institution of
Corresponding Level and/or Modality / External Support Systems and/or with Intervention
Internal: functions and competencies.
Organization of time and space for curricular developments.
Organization of times and spaces for interinstitutional work and with the family.
Alternatives for evaluation, promotion, and accreditation.
For the definition of the Integration Modality, the multiplicity of
intervening variables, in a contextual analysis of possibilities in relation to the
intervening institutions and the family.
The monitoring, tracking, and evaluation of the implementation of projects
Interinstitutional integration will be carried out in accordance with the provisions of Decree No.
2679/93.
The monitoring and final evaluation of the Integration Projects will be the responsibility of
the supervisors of Special Education and the levels and/or intervening modalities
in accordance with the technical-pedagogical responsibility specified in Decree No. 456/83.

EXIT OF THE SCHOOL INTEGRATION PROJECT

The graduation of a child, adolescent, or young person with a disability will be when they have
complemented by the School Obligation indicated by the National Education Law
No. 26,206.
The transfer to a Special Educational Service and/or appropriate service has been decided in the
particularities of the situation
The situations of student absenteeism and/or non-compliance with the minutes of agreement
by the family/parents/guardians will be a reason to request the intervention of the
Secretary of Childhood, under the framework of Law 26.061 of Comprehensive Protection of Children
Rights of Girls, Boys, and Adolescents and the Framework Agreement No. 3132/07 of
Government Coordination and Social Network Coordination for Addressing
school absenteeism.

EVALUATION, PROMOTION ACCREDITATION

The academic promotion of children, adolescents, or young people with disabilities will have the
direct and assisted character between first and second grade, which can be extended to
the entire First Cycle, if the intervening institutions so determine.
The promotion in the remaining Cycles of Primary School and Secondary School
It will have the character of Assisted and Dynamic with accreditation of knowledge and competencies.
effectively acquired and with specification of the Curriculum Adaptations
carried out.
In all cases, the Assistance will be the responsibility of the teaching teams and of
professionals from the Special School, must be included in the report/booklet/information the
participation of the Special School that corresponded with the signature of the management staff
responsible.
In the final certification document, the Special Education institution will be included with the
that the inter-institutional and interdisciplinary integration project remains.

CONTINUITY IN THE SCHOOL INTEGRATION PROJECT

The integration modality will be part of the family/special school agreements.
Core/School of the level and/or modality that corresponded.
The unnecessariness of the continuation of a School Integration process will be indicated.
when the presence of the child, adolescent, or young person with a disability generates
conditions of physical and/or psychological risk for oneself or for others. In this regard, it must be
rely on psychodiagnostics issued by the professionals of the Integration Team or
having completed an orientation period, whose evaluation suggests another area of
schooling and/or possible therapeutic, permanently or temporarily. It will be reserved
the child, adolescent or young person with a disability the vacancy in the institution for the
moment when re-entry is possible. The decision for temporary interruption and/or not
the continuity of a School Integration Process will be decided by both institutions,
with the endorsement of the corresponding Supervisory bodies, according to the level or
modalities. Both institutions and the corresponding supervisory instances will be
the persons responsible for monitoring the child, adolescent, or young person with a disability
during that period.
Flexible working hours may be applied when the particularities of the process of
School Integration so advise.

ADDITIONAL SUPPORT SYSTEMS

In the process of Inter-institutional School Integration of a child with a disability
additional support systems may also be required. These may have as
function to help ensure the continuity of school learning by generating
conditions of psychological habilitation and/or accessibility that enable them. Its character will be
temporary and its condition of necessity must be decided within the framework of the Project
Inter-institutional between the Special School Core and the Educational Institution of the Level and/or
Mode that would correspond, with the consensus of the family.
If the temporary participation of an Additional Support is accepted, it must acknowledge the
Psychopedagogical-Curricular Authority of the Special School and institutions
educational at the level and/or modality that corresponded.
The Additional Support systems may come from State Institutions related to
Health area, duly recognized NGOs and other institutions that have the
due records of authorization, registration and/or licensing by the State.
For those performing the function(s), the requirements will be: Possess a professional title and/or
teachers for the function they are called to, properly registered and/or
enrolled. In the case of support systems with teaching competence, they must
to credit specialization and/or experience related to School Integration processes.
They must clearly establish the employment relationship that exists with the
institution, agency and/or organization from which they come.
They must clearly establish the Professional Ethics Tribunal to which they refer,
the case that would correspond.
They must accept the institutional framework in which the Project is situated.
School Integration for which it is summoned, being able, within that same framework, to decide the
Special School Core and/or the intervening educational institution according to the level and/or
corresponding modality, the non-continuity of the Additional Support system and/or its
substitution by another agent.
The monitoring and evaluation of the intervention of the agent that performs as
The Additional Support System will be carried out within the framework of the Interinstitutional Project.
Integration.

THE INTEGRATING TEAM

Integration processes include the participation of both the educational community
the regular school where students with disabilities develop their learning
like the special school that supports them.
While the educational community must be informed and committed, the Team
Directly responsible integrator of the process is made up of:
Management personnel (regular and special school).
• General education and specialty teachers (Physical Education, Education
Artistic).
Special education teachers (special school).
Psychopedagogical service (common and special school).
Each member of the Integrating Team contributes from their perspective.
professional to achieve a greater understanding of the characteristics and needs
particulars in each case. The assessment of each specific case is influenced in a way
relevant the following factors:
the human and material resources
organizational and curricular flexibility
the ratio (teacher-student ratio)
the accessibility conditions
the possibility of having the family's collaboration.
School integration requires the ongoing evaluation and monitoring of the process.
responsibility of the Integrating Team. This involves carrying out different actions:
Sharing of the partial evaluations that different people carry out periodically
team members.
The relevant adjustments to the integration plan for each child (curricular adaptations,
form of integration, etc.).
Search for resources, solutions, and decision-making regarding the process.
Constant communication with the family so that they take on and maintain
commitment to your child's integration.
Definition of criteria and decisions regarding evaluation, promotion, and accreditation.

OBJECTIVES:
To inform the educational community of the Common Schools about the different
models of integration and the benefits it offers by recognizing the disabled as
a person with the same rights and obligations as any citizen.
Promote the active participation of all agents involved in the program.
integration (teachers, students, parents, community).
Enable the integration of children and/or adolescents with disabilities into the environment of
common education, to promote the full development of their educational capacities.
Favor the retention of students with disabilities in the school environment
Common through the application of projects or programs tailored to each case.
Encourage interdisciplinary work in the development, monitoring, and evaluation of the
individual programs.

ROLE OF THE INTEGRATING TEACHER:

Participates in the multitude of tasks of the Integrative Team and has the specific function of
carry out the corresponding supports for the student with disabilities to the management
teachers from the common school, acting as a link between the latter and the institution
especial.
He bears the highest expectations, as he is the one who has been active since then.
differential and specific the daily (weekly) contact with the child.
Within your team, he is also the daily link between both schools, being many
sometimes the bearer of reports, news, difficulties, etc.
The integrative teacher with their diagnosis and the diagnostic evaluation of their team will provide
form together with the regular school the integration project.
In the regular school, curriculum adjustments are made to the teacher's planning.
common, as deemed necessary and appropriate for the monitoring of the curriculum of
integrated student.
He will organize, together with the common teacher, the selection of content, methodology of
learning, strategies, resources, curricular adaptations, evaluation, etc. for the
child inside the classroom.
He/She will provide school support in the opposite shift at the special school once a week.

CURRICULAR ADAPTATIONS:
Curricular adaptations for the integrated student aim to allow their
access to the general objectives of education in the least restrictive environments to
through the most standardized instruments possible, among which is the curriculum
common results essential, and all this, adjusting the educational aids to the
characteristics of the integrated student.
When doing them, it is advisable to keep the following principles in mind:
Educational proposals must pursue the same objectives for all, which
varies in each case, they are the aid that each one should receive based on their
educational needs.
The programs designed for integrated students must start from the proposal
planned education for all students in a class. These can propose
different educational objectives throughout the teaching and learning process, but
They will have to aim for the achievement of the general objectives set for everyone.
School integration methods are carried out with different levels of adaptations.
curricular. In some integration processes, adaptations are not required.
significant but only involve providing specific guidance for access to
curriculum.
Other integration processes require significant adaptations of the curriculum.
school-related, in relation to those that are necessary for access and also certain
minimal modifications in objectives and contents. Here, the methodological contribution is essential
specific and possibly some changes in the organization of classroom work for
to be able to follow the school curriculum or slightly modified.
Sometimes a global modification of the curricular structure is essential.
include, in addition to access adaptations, adjustments in objectives, activities,
evaluation, etc. In cases where individual attention requirements are very
significant, the school curriculum is developed, for the most part, in the school
special.

GUIDELINES TO CONSIDER WHEN MAKING

CURRICULAR ADAPTATIONS:
The individual characteristics of each one, their aptitudes and educational needs
specials, lead to prioritizing certain aspects of the curriculum, based on the
degree of precision in the knowledge and mastery of each learning.
Habrá que enfatizar aquellos aprendizajes que tienen más probabilidad de ser adquiridos
for the student with disabilities, taking a back seat, and even reaching a
to disregard those others whose functionality does not compensate for the required efforts
for his apprehension.
Special attention will be paid to the acquisition and development of independence habits.
social skills and group interaction. Taking into account that all moments
of the school day, including recesses, can be conducive to such an end.
Respect for the student's chronological age will be of fundamental importance, as well
also, their personal preferences when making adaptations.
Special attention will be given to ensuring that the proposed activities and resources are effective.
significant for the student, promote the transfer and expansion of their areas
of application.

WAYS TO APPROACH THE COMMON CURRICULUM:

Taking the common curriculum of the class group as a reference, the adaptations
necessary to channel the learning of students with disabilities can
orienting in two directions: Curriculum Access Adaptations and Adaptations of
the Curricular Components.
Access Adaptations: These are those whose purpose is to facilitate students with
disability its incorporation into the development of the common or adapted curriculum, as appropriate
the case; through usual resources or the use of some special resources.
They can refer to Space, Materials, and/or Communication.
Curricular Component Adaptations: These are the modifications that are
they are carried out based on the Common Curriculum, addressing educational needs
individuals of the student. They refer to one or more of the components of
Common Curriculum: Objectives, Contents, Methodology, Time, and Evaluation; without losing
from the perspective of the own purposes of Education.
The extent of the modifications, in relation to the common curriculum, may determine
Non-Significant Adaptations and Significant Adaptations.
Insignificant adaptations: It implies, especially, differences regarding the
curricular proposals established by the institution, but do not imply eliminations
of the basic learning considered in the common curriculum. Therefore, the teacher
It is done so that the student can develop the objectives or expectations of achievements.
established.
Significant adaptations: These involve modifications directly aimed at learning.
of the student with disabilities. E.g.: variation, suppression of an objective, content, form of
evaluate it.
It is important to emphasize that the fact that a student with a disability has access to
that a common curriculum having significant curricular adaptations does not imply,
necessarily that they cannot advance to the next cycle or that they cannot be accredited
compulsory studies. It may be considered that such students have reached
Fundamentally, the basic capabilities of the year, cycle, and/or level.
The adaptations will thus take different directions according to the needs of the student, and
only if they were significant enough for regular school not to
I could provide them with answers, the curriculum will be developed at the special school.

BIBLIOGRAPHY
1. Regulation of Educational Services of the Special Modality. DECREE No.
2679/93 MINISTRY OF EDUCATION OF THE PROVINCE OF SANTA FE.
2. Regime for the School Integration of Children, Adolescents, and Young People With
Disability. MINISTERIAL RESOLUTION N° 1716/07. MINISTRY OF EDUCATION
FROM THE PROVINCE OF SANTA FE.
3. Special Education in the Province of Santa Fe Ministry of Education of
Province of Santa Fe" YEAR 1998.
4. The Integration of Students with Special Educational Needs into the School
Common. MINISTRY OF EDUCATION OF THE PROVINCE OF SANTA FE. YEAR 1999.
5. School Integration. Attention in the Classroom for School Disorders. Integration
School For Children With Disabilities. GIL EDITORES. YEAR 2002.
6. Lo Especial de la Educación. OSCAR MIGUEL DADAMIA. Buenos Aires. 2004

INTEGRATION PROJECT 2008

PARTICIPATING SCHOOLS
Primary School No. 6102 'Pedro de Vega' – Cayastá
Special Education School No. 2116 "Dr. Carlos Sylvestre Begnis - Helvecia"

INTEGRATING TEAM:
TEACHERS
INTEGRATING TEACHER:
PSYCHOPEDAGOGICAL SERVICE
MANAGEMENT PERSONNEL
INTEGRATION PROJECT 2008
INSTITUTIONAL HISTORY
In response to the need of the Community of the Garay Department to have a School
Special, since:
- in the Localities located between Santa Fe and San Javier, there was no school
with those characteristics,
the disability percentages were high,
economic resources were scarce, the formation of a working group arises
composed of: families of people with disabilities, professionals, representatives of
School institutions and the Senate of the Department, which focused on the development
of a Project to finalize the creation of a Special School for the Disabled
Mentals.
The project was presented and approved by "National Social Plan"; the funds for the
The construction of the building was divided into three phases, in the first phase...
They built two classrooms and three bathrooms, thus beginning to operate the School of Education.
Special No. 2116 on Monday, March 8, 1999, with twenty students from eight to fourteen
years, three Special Education Teachers and one Organizing Director. The students
they came from the two Radial Grades that were functioning in Schools No. 422 and
No. 425 dependents of Special School No. 2038 in the town of San Javier.
Today...
The school is of 3rd category, the only school of the modality in the Garay Department.
Provides educational services to students with moderate and severe intellectual disabilities.
often accompanied by associated pathologies.
It has an enrollment of 47 students from: 26 Helvecia, 5 Cayastá, 13 Santa
Rosa de Calchines and 3 from Arroyo Leyes.
They are distributed in three sections in the morning shift: two from the First cycle, one from
Second cycle and one of the third cycle in the afternoon shift. In addition - since August 2007 - it
They offer educational services in Santa Rosa de Calchines and Cayastá; integrated students.
at School No. 426 and the Special Work Pedagogical Service, respectively. This
last, aimed at the age group between 14 and 22 years
The establishment has the following staff:
- A Director: Special Education Teachers
Four Teachers: Special Education Professors
Two Integrative Teachers: Special Education Teachers
A Psychopedagogue
A Speech Therapist
An Occupational Therapist
A Teacher with Agricultural Orientation
Two Goalkeepers

IDENTITY OF THE SCHOOL

Address: Provincial Route No. 1 "Teófilo Madrejón".
Teléfono: 03405- 493152. CENTREX: 3255
Localidad: Cayastá.
Department: Garay
Common Day Elementary School.
Category: First
Shift: Morning and Afternoon.
Zone: Urban.
Código Postal: 3001
Population: 4,050 inhabitants. Located 80 km from the capital city of the province of
Santa Fe.
Cantidad de alumnos: 542
Communications: bus service (Paraná Medio, San José) Phone, Email. Fax.
Telecenter. Internet. Remises.
School Plant: consisting of:
1 Executive Director.
2 permanent deputy directors.
21 teachers of grades.
13 Specialty Teachers (4 of whom are shared with the Núcleos III and
IV.
4 Goalkeepers
Dining Room Staff:
- 1 steward
1 cook
3 kitchen assistants.

Educational Computing Project:

"Let's play"

THEME: Educational Computing

TIMING: Annual.
INTERAREA RELATIONSHIP: All.

FOUNDATION
New Technologies provide Special Education with fundamental concepts such as
Accessibility, Support Technologies, Alternative Mobility and Communication Systems
in terms of helping to integrate individuals with Special Educational Needs
(NEE) in the daily dynamics of all human beings. That is, they can achieve
the development of their potential through incorporation into educational contexts,
labor and cultural.
ACCESSIBILITY in terms of providing the opportunity to delve into the world of knowledge and
of knowledge, where technologies serve as mediators between the subject and the
environment, avoiding (to a certain extent) the isolation that can be caused by presenting
certain mobility, manipulation, communication, and orientation problems. This
isolation is often caused by the lack of opportunities in the absence of
resources.
Within SUPPORT TECHNOLOGIES, the second concept mentioned, we talk about
programs and designs of aids that will serve to assist people with access and
the interpretation of the world.
For a pedagogical approach, there are educational software and programs that allow -a
subjects with special educational needs - access certain knowledge through programs that
they develop specific content in mathematics, language, social studies, natural sciences, etc.
Technical Aids refer to adapted keyboards (conceptual, ergonomic), mice
adapted (trackball or inverted mouse, trackpad, trackbutton); touch screens,
digitizing tablets, voice synthesizers, etc.
In terms of MOBILITY, they are those adaptations that facilitate the person with some
disability the type of technology required to promote the development of their ability
individual.
Finally, COMMUNICATION SYSTEMS includes Alternative Systems and
Augmentatives of Communication, that is, which increase or supplement speech. They are all
those speech therapy/educational intervention instruments intended for people with
various alterations in communication and/or language that hinder their interaction with
other people.
Its goal is teaching, using specific instructional procedures, of a
structured set of non-vocal codes, whether needed or not for physical support, that
They allow for representation functions and serve to carry out acts of communication.
on their own, in conjunction with non-verbal codes, or as partial support to them.
In this way, the need for its incorporation into education is evident as
facilitators of learning for children with special educational needs.
For example, for students with reduced mobility who require scaffolding to
transfer their knowledge and continue building their learning.
Due to the variety of tools it has and the possibilities it offers regarding the
Colors, animation, sound, and video are an important motivation medium that will allow
the student not only appropriates the content that is presented to him from different
areas, but also of new skills that involve the use of new technologies
and above all from the computer, and that these serve him for life.
The use of New Technologies can help break down the barriers that hinder
the integration of people with any deficiency or disability, of all kinds
of guarantees, in society.
We can say that employment with students with deficits will allow them to be able to
communicate, explore the environment, make decisions, simulate situations, and this will
contribute to greater participation in school activities, in the classroom dynamics, and
therefore, it will help you in your teaching-learning process, in the acquisition and development
of skills, of concepts and of procedures, as well as getting closer to the knowledge of
facts.
For the reasons stated, it has been essential to include New Technologies within development.
curriculum of our School due to the importance they have in teaching of the
people, not only encompassing individuals with disabilities in terms of their problems
not only regarding health or mobility, but also taking into account the aspects of their social life.

INSTITUTIONAL FRAMEWORK:
All sections of the Special School No. 2116 'Dr. Carlos Sylvestre Begnis'

BENEFICIARIOS:
All students, especially children with associated disabilities.

IMPACT
Ensure equal educational opportunities through the use of new
Technologies as a tool to try to avoid, compensate, mitigate, or neutralize the
deficiency, disability or impairment and improve personal autonomy and quality of
life.

EXPECTATIVAS DE LOGROS:
• Use the computer as a resource to solve problematic situations that
they involve applying cognitive skills such as writing, performing calculations, reading, among others
others, through play.
Exercise attention and memory
Others will be proposed according to the characteristics and needs of each student.

CONTENTS
Attitudinal Contents:
The value and enjoyment of cooperative work.
The enjoyment of playful activities as a means of learning.
The respect for one's own possibilities and limitations and those of peers.
Conceptual and procedural contents:
They will be proposed according to the needs and interests of the student and by areas.

DISTRIBUTION OF RESPONSIBILITIES:
Elaboración y Coordinación: Psicopedagoga: GÓMEZ, María José
Execution: Teachers in charge of the classes
Evaluation: All teachers and Psychopedagogical Service
Supervisión: Mendieta Patricia, Directora

DETERMINATION OF NECESSARY RESOURCES:

HUMANS: Teachers, students, professionals, community
MATERIALS: Computers, printers, scanners, CD reader and software
educational.
AVAILABLE RESOURCES: We have two old computers without CD drives,
small monitors that hinder the task for visually impaired students and with
classic mousse.
RESOURCES NOT AVAILABLE:
At least one newer computer with a larger monitor and mouse is required.
adapted. A scanner, a printer, and educational software.

Tentative budget:

MATERIAL RESOURCES REQUIRED TO CARRY OUT THE PROJECT OF

NEW TECHNOLOGIES.

Observation: at this moment, none of these resources are available, all are missing.

Fully equipped computer.

Printers. They can be standard or multifunction.
Scanner
Speakers
Educational software
Adapted mice.
Adapted keyboards, ergonomic cases.
Pointer
Ink for printers.
Floppies and CDs to save and record activities carried out with the students.
Others.