2. Attention to diversity. Curricular and organizational measures

Question 1

Guidelines for talking about diversity

Avoid…
Instead use…

Answer 1

• Identity-first language
• Pictorial metaphors
• Excessive and negative values
• Language that can be regarded as a slur/ offence
• Euphemisms that are condescending
• Referring to them as cases or patients if not in a hospital setting
• People-first language
• Identity-first language if collective accepts it (eg deaf people)
• Emphasize both capabilities and concerns (i.e. neurodiversity movement in ASD)

Question 2

Guidelines for talking about diversity
Instead of… its better to say

A dyslexic child
A child with hearing loss
A wheelchair-bound child
A kid confined to a wheelchair
The cripple
An invalid student
A special child

Answer 2

A child with dyslexia
Deaf student
A child who uses a wheelchair
A child who uses a wheelchair
A person with a motor disability
A person with a disability or functional diversity
A child with diversity or special needs

Question 3

SEN or SEND british vs spanish

Answer 3

Special education needs or special education needs and disabilities, in britain it’s the same thing and made up of 4 broad ares

In spain, Special Education Needs is a subgroup of Specific Educational Support Needs

Question 4

MTSS Spanish version

Answer 4

• Level I (LI): equivalent to tier 1 but school resources (planning and administration)
• Level II (LII): equivalent to tier 1 but ordinary resources (teaching program)
• Level III (LIII): equivalent to tier 2 with additional ordinary resources
• Level IV (LIV): equivalent to tier 3 with specialized and extraordinary resources

Question 5

Spanish levels divided by educational areas

Answer 5

• Access: accessibility adaptations I, II & II ordinary resources, IV extraordinary resources
• Participation: same for all, more intensive
• Flexible schooling: III one more year in school, IV flexiblity (high ability learners here)
• Learning: III, curriculum enrichment

Question 6

Curricular Adaptations
Stages

Answer 6

• 1st stage: legislation or the mainstream curriculum
• 2nd stage: school’s curricular project
• 3rd stage: teaching program
• 4th stage: individual adaptations

Question 7

Types of adaptations
Accessibility adaptations

Answer 7

Aimed at students with SEN with difficulties to access common educational experiences and developing their curriculum

Change in spatial, human, material or communication resources or school methodology and organization
- With common methods (I, II and III)
- With specific or singular methods (IV)

Basic elements of curriculum are not changed

Question 8

Types of adaptations

Non-significant ICAs

Answer 8

Individualized Curricular Adaptations

• Changing non-core objectives and contents, methodology, activities, timing or evaluation techniques or instruments
• Approval from the education authority is not required

Question 9

Types of adaptations

Significant ICAs

Answer 9

Individualized Curricular Adaptations

• IV: extraordinary measures.
• Modifications of the prescriptive elements (core)
• usually accompanied by changes of non-core elements too
• students with achievement gaps of 2 years+
• not specified in preschool
• teaching team designs it, approval from educational authority is necessary
• follow-up evaluation (beginning of each academic year)

Question 10

Types of adaptations

Curriculum enrichment ICAs

for who?

Answer 10

Individualized Curricular Adaptations

• III: extraordinary measure for high-ability learners
• exceptional performance in some areas or global with unbalanced affective or social adjustment

Question 11

Types of adaptations

Curriculum enrichment ICAs

what is changed?

Answer 11

• Enriched objectives and contents
• flexible assessment
• alternative teaching methodology
• aimed at students interests and learning style
• generally applied in the mainstream classroom
• Usually accompanied with flexible schooling (IV): starting primary school a year early, or shortening the education stage (primary and/or secondary school)