FOR THE TEACHERS
This guide was developed to answer your questions and concerns about the presence of a student with a disability in your school.
HELPING TEACHERS
We know that they may feel confused and concerned about the responsibility of providing an adequate solution to the educational needs of these students in the school and classroom, especially if they have not been provided with the necessary support, also if they have not been provided with disability training during their professional training on disability during their professional training and refresher training. However, it is important for them to know that there is a wealth of information available that can help them know what to do and how to do it. Being informed is a first step in dealing with each individual situation and not worrying and not worry.
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Conditions to be promoted in schools
to foster the inclusion of students with disabilities
with disabilities
1. Information and awareness-raising
The educational community (sector heads, supervisors, principals, teachers, families and students) must first of all be informed. To the extent that everyone
information about students with disabilities and their specific needs will prevent the emergence of vague or unrealistic ideas, as well as the fears that may arise in the face of something that is
fears that may arise in the face of something that is unknown.
2. Dynamics
You can invent dynamics or implement those that appear in materials from the Ministry of Education or others.
Public Education Secretariat or others.
Carry out an activity, for example, preparing a meal, in which each of the participants assumes the role of a person with
participants take on the role of a person with a disability: some will not be able to see; others will be able to see with only one eye, while others will be able to see with one eye.
one will not be able to see; another will be able to see with only one eye; another will not be able to move his or her arms; someone will not be able to walk, hear, or move his or her arms or legs,
to mention a few examples. At the end, we reflect on the possibilities of doing things and the supports that would have facilitated the situation under these conditions.
under these conditions.
3. Appropriate educational response to the needs of students
In order to offer an adequate educational response to students with disabilities, three fundamental aspects must be considered: carrying out a psycho-pedagogical evaluation; planning and following up on a curricular proposal; and providing the students with the necessary specific resources.
It is essential to carry out this type of evaluation, the purpose of which is not only to inform about the student's difficulties, but also about his or her possibilities and the changes required by
the student's possibilities and the changes required by the environment, as well as the resources needed to respond to his or her specific needs.
5. Linkage with other Innova Schools sites
In the inclusion of students with disabilities, the linkage of all schools belonging to Innova Schools at the Peruvian level is essential to obtain the orientation and specific support necessary to ensure an adequate educational response for these students.
In the case of the Psychopedagogical Evaluation, for example, it will probably be necessary to consult other professionals in order to determine the type of support required for the student to participate and learn on equal terms with the rest of their peers.