Ms.

Guisella Barrantes Cossio

Master's in Education with a Specialization in Creativity Development.
Specialist in the Teaching of Mathematics and Communication
Bachelor's Degree in Primary Education
I) Characteristics of the school we want

To form
Prepare for the integrally to
life and work the students,
beyond the developing the
school. maximum sus
potentialities.

Guarantee the "learning to

learn" without limits.
 STUDENTS
They feel accepted, valued, and respected.
They live the joy of learning, sharing and
to produce.
3. They recognize in the learning activities
your own life experiences.

CLASSES
Spaces where one is accepted, valued, and respected
all students without distinctions or preferences.
2. Warm, dynamic, and stimulating environments.
3. Information processing laboratories.

TEACHERS
They accept and respect diversity.
2. Professionals worthy of respect for their
responsibility and honesty.
3. Professionals who offer programs
adapted, challenging, and motivating curricula.
4. Trustworthy colleagues and partners.
 PARENTS
1. Trained individuals for
to assume their role as agents
educational.
Valuable support for the
consolidation and expansion of the
learnings.

CONTEXT
Dignified space, facilitator and
stimulating.
2. Allows free participation of
everyone.
3. Offers real situations and
positive learning
II. What is educational inclusion?

Recognize the crash

do the boys and girls have
teenagers, young people and
adults, to an education
of quality, that respects and
consider that everyone
they can learn together.

Without discrimination by: origin and conditions

personal, social, or cultural problems of
learning or disability.
Principles of Inclusive Education
Everyone has the same
rights.
Everyone can benefit from
an adapted teaching.
Everyone can learn and do.
Eliminate the barriers that limit
learning or participation.
They generate equality of
opportunities.
There is a greater number of children excluded from
Peruvian Educational System in Poor Families
extremes of the rural area.

Inclusive education for children with special educational needs

associated with disability in Peru
III) Approach to Inclusive Education

Secontraponeal de la
homogenization that establishes a
imaginary of what is 'normal', starting from
of which typifications are made and
discriminations are also justified
and exclusions for any reason.
 How to advance from exclusion to
Educational Inclusion?

Knowledge:
Acceptance: Understanding: Education
Negation: Benevolence, Integration/ for everyone -
Exclusion charity NO Inclusion in
segregation Education

UNESCO source 'Ensuring access to education'

for everyone: 'Guidelines for Inclusion'
 It involves restructuring the
It is part of the culture, the policies and the
educational practices in the
social inclusion. educational institutions
regulars

Characteristics of the
Inclusive Education
It involves two processes: Make an effort
increase participation of loan to improve the
the excluded students and relationships between the
reduce or minimize the
barriers to learning educational centers and the
in the institutions communities to which
regular educational. belong.
 IV. Types of Educational Needs

Needs Needs Needs

Educational Educational Educational
Individuals Specials Common
Specific to each Specific to some
person. people. They all have it
Apply diversity Attention and support the people.
Pedagogical attention specialized They are shared without
specialized Not necessarily for distinction.
a disability.
VI. Functions of a CEBE
•Addresses the NEE (severe disability or
multidisability
We work with an inclusive approach.
It constitutes the service of "SAANEE".
 What does elSAANEE do?

He/She is in charge of the

prevention, detection
diagnosis, treatment and
family, educational inclusion
labor and social of the
students with disabilities
mild, moderate, or severe, with
multidisability and with talent
and giftedness.
VII. Legal Framework of Inclusive Education
in Peru
Decade of the
General Law of Education
National Agreement
Education Inclusive 2003–
2012

Equality Plan
General Law of the Regulation of
of Opportunities
Person with Basic Education
for the People
Disability Special–EBE
with Disabilities

Regulation of the
Directive No. 001-
DS No. 002-2005- Management of
2006-
ED Sistema
VMGP/DINEI/UEE
Educational.
 VIII. What Education Offers
Inclusive of children?
Acceptance
Understanding
Curricular adaptations
Infrastructure Adaptations
Methodological adaptations.
Good treatment

Development expectations
 IX. Components of the Right to
Education
Dimensions Components of Essential rights
of Law Law
Right to Affordability Right to have schools
Education Availability inclusive in sufficient numbers.
Accessibility Right to access schools
inclusive without discrimination.
Right to Adaptability Right to an education that is
Education adapt to the needs of the
student with a disability,
guaranteeing their permanence.
Law on Acceptability Right to receive an education
Education inclusive of quality.
 X. Indicators of an Inclusive School
Children from different backgrounds, culture,
physical or mental situation, language, ethnicity, etc.

The students discuss collectively,

together with their teachers and work in groups
The SAANEE specialist visits the classrooms.
Students cooperate with each other.
Teachers make curricular adaptations
and they discuss inclusivity in a group.
Adequate infrastructure.
Families gather with the community
educational to assess learning.
 XI. Profile of the inclusive teacher
Innovative
Entrepreneur
Promoter
Communicator
Empathetic
Affectionate
Assertive
Rational
Democratic
Participatory
Concertador
Capacity for conflict resolution.
•
•Responsabilidades y funciones del SAANEE:
•
Promotes Inclusive Education in Regular Basic Education.
Conduct the psychoeducational evaluation.
Develop the Individual Guidance Plan for each student in coordination with the teacher
inclusive.
Advise on quality learning for children and adolescents.
Advises on curricular, methodological, and material adaptation.
Monitor the increase in enrollment and track the educational achievements of the children.
included.
School and community articulate.
Raise awareness among the entire educational community.

It promotes that children with special educational needs participate in all educational activities at school.

•
 SPECIAL EDUCATIONAL NEEDS
PERMANENT

I) PHYSICAL DISABILITY (PD)

Characteristics:
Limitations to carry out activities
physical.
They do not have intellectual limitations.
High level of frustration, demotivation and
lack of interest due to fear of rejection or of
failure.
Overprotected by the family.
Limited gaming experiences or of
interrelationship with peers.
Progressive functional limitation.
They present various degrees of impact.
 II) INTELLECTUAL DISABILITY (ID)

Features:
It takes them longer to learn.
They need more concrete experiences.
Difficulties in expressing oneself orally.
They appear confused or distracted by stimuli or
new experiences.
They have a lot of information, but it is disorganized.
They present various degrees of motor difficulty.

Attention strategies:
They easily learn routines.
They are perseverant.
Well motivated, they strive to learn.
They tend to imitation.
They retain and understand better with images.
They memorize and retain concrete information better.
They are affectionate and kind.
 Prioritize three points at work
educational

Communication:
Develop communication skills in all types of situations, prioritizing self-improvement.
of articulation problems and vocabulary poverty; promote production
frequent and spontaneous communicative behaviors.

Socialization:
Develop constructive, responsible, and supportive behaviors that make it possible
interacting with others in a correct and appropriate manner.

Acquisition of basic habits:

Consider habits from the most personal ones like order, self-control, the use of
free time, the care of objects, respect for rules, and autonomy in the
broader sense, until achieving personal independence, which includes the
displacement and orientation for the use of community services.
III) SENSORY DISABILITY:
3.1) HEARING DISABILITY
Characteristics:
It does not affect intelligence, nor the ability to
to learn.
The lack of communication produces feelings of
solitude, isolation and frustration.
Total dependence on communicative aspects.
Visual control of the environment.
Difficulty in inferring or deducing the non-observable.
- They use gestures, signs, unintelligible sounds, or mimicry to communicate.
to understand.

Attention strategies:
Innate predisposition to imitate movements, and they use gestures,
vocalizations, facial expressions, signs, and signals for communication.
They easily recognize and remember familiar people or experiences.
They are participative and sociable in their interactions and games.
They enjoy building games.
They enjoy books and magazines with colorful illustrations.
 3.2) VISUAL DISABILITY

Characteristics:
Limitations to knowing and exploring the
space and move freely.
Inhibition and passivity due to their limitation.
- Sentimientos de impotencia y soledad.
Overprotection from the family.

Care strategies:
The development of normal language.
Create mental images based on their
tactile and auditory experiences.
They achieve autonomy in the execution of the
daily life activities in shape
gradual and progressive.
Participate in games and activities
recreational.
 IV) AUTISM
Characteristics:

They prefer isolation.

They carry out ritual activities and
they show resistance to change.
Significant delay in language,
social skills and the
learning.

They are hyperactive and have limited attention.

Their language is echolalic, and when they refer to them, they speak in.
third person.
They perform repetitive movements: flapping of arms, swaying of
body, etc
 V) TALENT AND/OR GIFTEDNESS
At a very early age, or from birth, they develop skills.
specific in certain areas.
High level of motivation and they dedicate a lot of time to activities that interest them.
They develop the capacities of attention, concentration, memory, and observation.
Demand for more work and greater depth.
He doesn't always work, but when he does, he does it well.
He/She finds it difficult to do homework when assigned.
Speed in learning.
He complains that he is bored, but he is the first to finish the tasks.
He/She anticipates the teacher's explanations.
Sometimes they show problems adapting and complying with rules.
- Concern about transcendent issues. Varied and quality questions.
Question your classmates and teachers.
Leader or not, he is a role model for his peers.
Originality and creativity.
Superior expression and linguistic resources.
Emotional maturity and social understanding.
Metacognitive ability.
Find different strategies for solving a minimum of problems
 SUGGESTED FORM TO VERIFY HOW
The school is inclusive.
Does it apply in your school? What actions Who would they be?
Indicator Mark with an X Do you suggest? Responsible?
Never Some Always
times
Each student has a
psychopedagogical evaluation.
The curriculum proposal of the center
responds to the SEN.
The evaluation is differential
because it respects the rhythms and styles
of each student.

Educational materials are

designed for develop
capabilities from
different skills.