Collaborative activity group 1

Last Wednesday we started with the collaborative activities that we prepared before Easter. The group which began was number 1. The activity was composed of two different activities a race to answer some questions given and the correction of our answers. The race was hilarious! It was very funny seeing all of us at 8.30 in the morning running in order to get a paper from the desk. As I have said, the first part was really funny, however, we ran out of time to do the second part completely. From my point of view, the design was perfect in order to motivate us. On the other hand, the knowledge wasn't as consolidated as it should be.

                             

This were the questions and the answers we got at the end of the activity.

1. Who are the students that need Separate Special education?

Those students with severe disabilities or disorders, in need of adaptation, with impossibility of integration in mainstream education schools.

2. How is it determined if a child needs Separate Special Education?

With a psychopedagogic evaluation and parents opinion. If parents disagree with the teacher, the inspector is the one who has the last word.

3.  What are the levels of Separate Special Education?

There are two educational levels, one is more basic (Compulsory Basic Education) from 6 to 16 years old and the second one (Transition to Adult Life Programmes) which is from 16 years old.

4. How is the Compulsory Basic Education?

In cycles based on the competences established in the curriculum for primary education.

5. What are the aims of the Compulsory basic Education?

Specially in the last years, its aims are to develop inclusion and professional and performance education.

                          

6. How is the transition to Adult Life Programmes?

The students that have studied Compulsory Basic Education or those ones aged at least 16 and with special needs. They are organised in one single two-year cycle being extended if necessary and are based on experience fields.

7. What are the aims of the transition to Adult Life Programmes?

Their main aims are to acquire motor and communicative skills.

8. How is it assessed?

The assessment is made by the teacher-tutor (TP specialist) in collaboration with the rest of specialists and the school counsellor.

9. When do the students promote?

Students can develop a modality of integration or combined school enrolment after having passed a psychopedagogic test.