Educational Inclusion

Education
Inclusive
Mg. Guisella Barrantes Cossio

Master in Education with a Mention in Development of Creativity.
Specialist in Teaching Mathematics and Communication
Lic. In Primary Education
I) Characteristics of the school we want
To form
Prepare for life integrally to
and work the students,
beyond developing
school. maximum
potentialities.
“
learn” without limits.
STUDENTS
1. They feel accepted, valued and respected.
2. They live the joy of learning, sharing and
producing.
3. They recognize their own life experiences in
learning activities.
CLASSROOMS
1. Spaces where all
students are accepted,
valued and respected
without distinctions or
preferences.
2. Warm, dynamic and
stimulating environments.
3. Information processing laboratories.
TEACHERS
1. They accept and respect diversity.
2. Professionals worthy of respect for their
responsibility and honesty.
3. Professionals who offer adapted, challenging
and motivating curricular programs.
4. Trustworthy colleagues and companions.
PARENTS OF
FAMILY
1. People
trained to
assume their
role as
educational
agents.
2. Valuable support for the consolidation
and expansion of learning.
CONTEXT
1. Decent, facilitating and stimulating
space.
2. Allows free participation for everyone.
3. Offers real and positive learning
situations
II. What is educational
inclusion?
Recognizes the right of

children, adolescents, young
people and adults to quality
education that respects and
considers that all
you can learn together.
Without discriminating by: origin and

conditions
personal, social or cultural, problem of
learning or disability.
Principles of inclusive education
• They all have the same
rights.
• Everyone can benefit from
adapted teaching.
• Everyone can learn and do.
• They eliminate the barriers that
limit
learning or participation.
•equality They generate
of
opportunities.
There is a greater number of children excluded from
the Peruvian Educational System in extremely poor
families in rural areas.
THE REALITY IN
Inclusive education for boys and girls with SEN

associated with disabilities in Peru
In Peru Day of People with
DISABILITIES
People present some

PERMANENT to see
DIFFICULTY OR
LIMITATION 15,1%
Y
move or
o walk
3 million 51 thousand 612

people
7.6%
to hear
3.2% to relate 4.2% to

to others understand or
learn
ftrrntr INEl-CensosNadonales
PERU Presidency
of the Council of Ministers INEI
III) Approach to Inclusive
Education
HE contrasts to the of the

homogenization that establishes an
imaginary of what is “normal”, from which
classifications are made and discrimination
and exclusions for any reason are also
justified.
Y
o
INTEGRATION EXCLUSION
INCLUSION SEGREGATION
Exclusion Segregation Integration Inclusion
TO
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It ♦t
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m
How to move from exclusion to
Integrati
Educational Inclusion?
on
Knowledge:
Acceptance : Comprehension: Education
Denial: Benevolence, Integration/ for all -
Exclusion charity, SEN Inclusion in
segregation Education
Inclusion
UNESCO Source “Ensuring access to education for all:
“Guidelines for inclusion”
It involves restructuring the
culture, policies and
It is part of the educational practices in
social educational institutions
inclusion. regular
Characteristics of Inclusive
Education
it implies two minimize
barriers to
processes: learning in
increase the
participation of
excluded institutions
students and regular
reduce or educational
Make an effort
mutual to
improve
relationships
between
educational
centers and
communities to
which
they belong.
OG (S
a
IV. Types of Educational Needs
Individual Special Common

Educational educational Educational
Needs needs Needs
• Own to each person. • Specific to some •All people have it.
• Apply diversity people.
•They are shared
• Specialized • Specialized care and
support without
pedagogical care distinction.
• Not necessarily
because of a disability .
SAW. Functions of a CEBE
•Caters to SEN (severe disability or multi-
disability)
• Work under an inclusive approach .
• It constitutes the “ SAANEE ” service.
What does the SAANEE do?
“He is in charge of the

prevention, detection,
diagnosis, treatment and
family, educational inclusion,
labor and social
students with disabilities
mild, moderate or severe, with
multi-disabled and talented
and giftedness.”
VII.Legal framework of Inclusive
Education in Peru
Decade of the
General Law of Education
National Education Inclusive 2003
Agreement –
2012
General Law of Equality Plan Regulation of

the of Opportunities Basic education
Person with for the people Special – EBE
Disability with Disability
Directive No. 001- Regulations of

DS N ° 002- the
2006-
2005- Management of
VMGP/DINEI/UE
ED the
E
System
VIII. What does Education offer?
Inclusive of children?
• Acceptance Question
• Comprehension
• Curricular adaptations
• Infrastructure Adaptations
• Methodological adaptations. Lostdodes AferevUes Nkesiro íbenal
• Good deal
• Development expectations
IX. Components of the Right to
Education
Dimensions of Essential rights
Components of Law
Law
Education Affordability Right to have inclusive schools in
rights (Availability) sufficient numbers.
Accessibility Right to access inclusive schools
without discrimination.
Right for Adaptability Right to an education that adapts to
Education the needs of the
student with disability,
guaranteeing its permanence.
Law in Acceptability Right to receive quality inclusive
Education education.
X. Indicators of an Inclusive School
• Children of different origins, culture, physical
or mental situation, language, ethnicity, etc.
• 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 talk
in groups about inclusion.
• Adequate infrastructure.
• Families meet with the educational community
to evaluate learning.
XI. Inclusive teacher profile
• Innovative
• Entrepreneur
• Promoter
• Communicator
• Empathic
• Affective
• Assertive
• Rational
• Democratic
• Participatory
• Arranger
• Ability to resolve conflicts.
Who is included in the Institutions
Educational?
lizala
: AUTISM
DISABILITY
psychological
INTELLECTUAL
evaluation
oraelcPlan F RA
DISABILITY DISABILITY
AUDITORY VISUAL
PERMANENT TRANSIENT
___v
a) Hearing Impairment
b) Visual disability a) Specific Learning Disorders
c) Severe Dysphasia b) Specific Language Impairment
d) Autistic Disorder
e) Severe Mental c) Attention Deficit Disorder with or
Deficiency without Hyperactivity
f) Multideficit d) Cl in the borderline range
Present throughout the entire process Present at some point in the

educational. school life.
SPECIAL EDUCATIONAL NEEDS
PERMANENT
I) PHYSICAL DISABILITY (FD)

Characteristics:
- Limitations to carry out physical activities.
- They do not have intellectual limitations
- High degree of frustration, demotivation
and lack of interest due to fear of rejection
or failure.
- Overprotected by family.
- Limited play or interaction experiences with
peers.
- Progressive functional limitation.
- They present varying degrees of
affectation.
II) INTELLECTUAL DISABILITY (ID)
Characteristics:
- It takes them longer to learn.
- They need more concrete experiences.
- Difficulties expressing oneself orally.
- They seem confused or distracted by new stimuli or experiences.
- They have a lot of information, but it is disorganized.
- They present varying degrees of motor difficulty.
Care strategies:
2,
- They easily learn routines.
- They are perseverant.
- Well motivated they strive to learn. “ /6
- They tend to imitate.
- 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 overcoming articulation problems and
vocabulary poverty; encourage the frequent and spontaneous production of communicative
behaviors .
Socialization:
Develop constructive, responsible and supportive behaviors that make it possible to interact
with others in a correct and appropriate manner .
Acquisition of basic habits:

Consider habits from the most personal ones such as order, self-control, use of free time,
care of objects, respect for rules and autonomy in the broadest sense, until achieving
personal independence, which includes movement and guidance for the use of community
services.
III) SENSORY DISABILITY:
3.1) HEARING DISABILITY
Characteristics:
- It does not affect intelligence or the ability to learn.
- Lack of communication produces feelings of
loneliness, isolation and frustration.
- Total dependence on communicative aspects.
- Visual control of the environment.
- Difficulty in inferring or deducing the unobservable.
- They use gestures, signs, unintelligible sounds or mimicry to make
themselves understood.
Care strategies:
- Innate predisposition to imitate movements, and use gestures, vocalizations,
facial expressions, signs and signals to communicate.
- They easily recognize and remember familiar people or experiences.
- They are participatory and sociable in their interactions and games.
- They enjoy construction games.
- They enjoy books and magazines with colorful illustrations.
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coronavirus
Stay at home!
Healthy distance
3.2) VISUAL DISABILITY
Characteristics:
- Limitations to know and explore the space
and move freely.
- Inhibition and passivity due to its limitation.
- Feelings of helplessness and loneliness.
- Overprotection of the family.
Care strategies:
- The development of normal language.
- Create mental images from your tactile and
auditory experiences.
- They achieve autonomy in the execution of
daily life activities gradually and
progressively.
- Participate in games and recreational
activities.
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IV) AUTISM
Characteristics:
- They prefer isolation.

- They carry out ritualistic activities and
They show resistance to change.
- Significant language delay
social skills and 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 their arms, rocking their
body, etc.
V) TALENT AND/OR GIFT

- Very early, or from birth, they develop specific skills in certain areas.
- High degree of motivation and they dedicate a lot of time to activities that interest
them.
- They develop attention, concentration, memory and observation abilities.
- Demand for more work and greater depth.
- He doesn't always work, but when he works he does it well.
- It is difficult for him to do his homework when he is told to do it.
- Speed in learning.
- He complains that he is bored, but he is the first to finish his tasks.
- Anticipates the teacher's explanations.
- Sometimes they show problems adapting and complying with rules.
- Concern for transcendent issues. Varied and quality questions.
- Question classmates and teachers.
- Leader or not, he is a model for his colleagues.
- Originality and creativity.
- Expression and linguistic resources superiors.
- Emotional maturity and understandingsocial.
- Metacognitive ability.
- Find different strategies to solve a minimum of problems
SUGGESTED SHEET TO VERIFY HOW
INCLUSIVE IS THE SCHOOL.
Does it apply to your
Indicator school? Mark with an X
What actions do Who would be
you suggest? responsible?
Never Sometim Always
es
Each student has a psycho-
pedagogical evaluation.
The center's curricular proposal
responds to the SEN.
The assessment is differential
because it respects the rhythms and
styles of each student.
The educational materials are

designed for develop
capabilities to leave of
different skills.

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Educational Inclusion

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Education

Mg. Guisella Barrantes Cossio

Recognizes the right of

Without discriminating by: origin and

Inclusive education for boys and girls with SEN

People present some

3 million 51 thousand 612

3.2% to relate 4.2% to

HE contrasts to the of the

Individual Special Common

“He is in charge of the

General Law of Equality Plan Regulation of

Directive No. 001- Regulations of

Present throughout the entire process Present at some point in the

I) PHYSICAL DISABILITY (FD)

Acquisition of basic habits:

- They prefer isolation.

- They are hyperactive and have limited

V) TALENT AND/OR GIFT

The educational materials are

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