Collaborative activity group 5

Group 5 has develop also his activity today. First, they divided us in four groups randomly. Each group had assigned a colour and a piece of text. The first assignment was reading the text and develop a mind map in order to explain the information to the rest of the groups. In addition, while other groups were explaining, we had to take notes about what they were telling us. After that, we made a "quiz" whose questions were about the information of all the texts. We won a sweet per correct answer. Eventually, we had to self-assess our knowledge and the activity.

I also like this activity because it has been good organized and it also has been adapted to our mate who broke her toe. However, giving just one paper to each group have made difficult the reading. It has been a complex activity as well, because we had to developed a mind map. 

                                            

Our notes about the topic of my group are these:

Separate Special Education Needs are addressed to people with severe, psysical, psychic or sensory disabilities people with personal or behavioural disorders. Those target groups are adapted into mainstream education, however, they need some adjustments on programmes. The responsible for this adjustments is the teacher-tutor (a therapeutic pedagogue) but he also collaborates with a maestro listening and speech, a psysical therapist and a school counsellor.

The decisions about promotion can be taken by the teaching team in an autonomous way. Some general measures can be taken supporting the individualized decisions. The decisions are related to methodology and organization. If retention is needed, teachers have to decide what would be the best cycle for that child.

In addition, children with special needs, have the opportunity to combined school, since they can go to the ordinary school and the special education. Once the student has promote, he receives a confidential certificate which has some advice for future academic issues. 

                                           

The notes I have taken from the other groups are these:

- The target groups have a psychopedagogic evaluation which will determine the decision taken. The psychopedagogue has to take always into account parent's opinion, however, if agreement is not achieved, the last word is from the inspector.

- There are three stages in Special Education: Second cycle to Pre-primary Education (0-3), Compulsory Basic Education (6-16) and Transition to Adult life programmes (over 16).

- Groups are organized according to the special needs of each student. Some of the measures are: curriculum adaptation, methodology adaptation, physical and intellectual activities or classes of 5 students per class.

- The main competences of Compulsory Basic Education are social inclusion and those related to professional experiences.

- The competences of Transition to Adult life programmes are promoting autonomy and social inclusion, development of safety work attitudes at job, positive attitudes towards work task and rules, work skills and personal habits to promote well being such as body health, emotional balance and personal safety.