ATTENTION TO DIVERSITY

What does this mean?

How is it developed in Primary and Secondary education schools?

Let’s learn a little more……………

ATTENTION TO DIVERSITY

Education Principles: Education quality, Equity which guarantees equal

opportunities, inclusion and the no discrimination: flexibility to adjust to the
aptitudes, interests and needs of the student. (LOE Chapter 1)

In order to achieve this, centres will develop the curriculum and organize the
resources so that they facilitate the development of all basic abilities to all students,
as well as stage achievements with an inclusive focus and establishing the process of
continuous improvement which favours maximum development, integral formation
and equality of opportunity.

In order to give an educational answer, in general, all the students in the centre, and
particularly, those students in special need of education support. Centres should
elaborate a DIVERSITY ATTENTION plan, which will be incorporated in their stage
curricular project.

What does being diverse mean?

Being diverse is a condition inherent to human development: each student has his
own different individual characteristics which will affect his learning process
(different aptitudes, interests, cognitive styles personality etc)
WE ARE ALL DIVERSE

Educational needs are conceived as a continuation that any student may require at
any specific moment of his schooling.

Students with specific needs in

educational support

AN EDUCATIONAL ANSWER FOR THIS CONTINUALNESS OF EDUCATIONAL NEEDS

DIVERSITY

EDUCATIONAL WHO FIELDS EDUCATIONAL

STAGES INTERVENS MEASURES

Primary Team of directors

Tutor/ Teaching team Centre General

Secondary Teachers classroom Specific

Specialists individual Attention to
In pedagogy Diversity
Therapeutics and/or Programmes
Hearing and Language

Guidance services

REGULATIONS FRAMEWORK ATN. DIVERSITY

Legislative framework Ley Organica 2/2006 (LOE)

-- Quality, Equity, No discrimination educational inclusion and flexibility

-- Change the term “specific educational need” to “specific need of educational
support”: special educational needs specific learning difficulties due to high
intellectual capacity or personal conditions, or schooling history

Primary education Stage: ORDER 9 May 2007 Primary Education Currículum

(BOA 1.06.07) Art. 16 y 17 de Attention to Diversity, Tutelage and Orientation
ORDER 26 November 2007 Primary Education Evaluation (BOA
3/12/07)

Secondary Education Stage: ORDER 9 May 2007 Secondary Education

Currículum (BOA 1.06.07) Art. 14,15,16,17,18 and 19 of Atenció n to Diversity,
Tutelage and Orientation
ORDER 26 November 2007 of Secondary Education Evaluation
(BOA 3/12/07)
REGULATIONS FRAMEWORK ATN. DIVERSITY

Organic law 2/2006 (LOE)

Attention Diversity Programmes

Welcome and Spanish classes

Revision and support
Specific Secondary Education curricular
Capacity Development
About co-existence

Educational measures for students with special support needs

Decree 217/2000 19 December attention to ACNEEs

Order 1701 25 June 2001 Educational intervention measures for students in
disfavourable personal or cultural situations or serious school adaption problems

Order 1702 25 June 2001 ACNNESs derived from physical psychic or sensorial
incapacity or as a consequence of high intellectual capacity.

Resolution of 26 October 2010 educational attention and schooling of ACNEEs

derived from incapacity or serious behavioural disorders in Pre-school, Primary,
Secondary Education.

REGULATIONS FRAMEWORK ATN. DIVERSITY

Evolution Framework for students with specific educational needs support:

--Paradigm change: Incapacity is understood not as a disorder of the student but in
its context according to the interactions which take place there.

Conception Biopsychosocial

--The need for specific educational support implies resources and curricular
methodological and organizational strategies, which are necessary to have to
achieve the best personality development and the capacities of the students to be
able to improve their individual performance and social insertion.

Schools establish in their Attention to Diversity Plan the educational response, in

general, all students at the centre and specific, those students with special needs
educational support.

--Identification of those students with special educational support needs.

Psycho pedagogic evaluation School report and resolution of the Provincial Service
Director
STUDENTS WITH SPECIFIC EDUCATIONAL SUPPORT NEEDS

LOE (Art 71)

Special educational needs derived from incapacity or serious behavioural disorders
(ACNEEs)

Resolution of 26 October 2010: Determined by the difficulties in development and

learning and not by personal conditions and incapacity.

Auditory incapacity
Visual incapacity
Motor incapacity
Intellectual /mentally retarded incapacity
Language disorder
Generalised development disorder
Serious behavioural disorder
Other mental disorders habitual in infancy and adolescence
Retarded development

Specific learning difficulties

High intellectual capacities
Late incorporation into the schooling system
Personal conditions or school history

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Derived from incapacity or serious behavioural disorder

SCHOOLING Follow the greatest normalisation and inclusion possible.

Based on the educational needs of the student identified in the Psycho-pedagogic

evaluation and on the characteristics and possibilities of the schools in the sector.
The educational response should be the most adequate.
Parents must be informed both of the evaluation and schooling options and their
opinions will be gathered with relation the schooling proposal.

The different modes of use are: Schooling at an ordinary centre and schooling at a
special needs centre. Combined forms of schooling can also be considered in
Primary Education and exceptionally in Secondary Education.

The criteria to determine the mode of schooling are: duration and frequency of the
educational attention different to the ordinary: amplitude and grade of significance
of the curriculum; personal specialised resources: material resources and technical
help; participation and inclusion in the schooling context; vital dimensions implied.

EDCUATIONAL RESPONSE:
The educational response to the ACNEEs is responsibility on the part of all the
professionals involved. They follow the educational measures—organisational
and curricular-general and on top of that specific or extraordinary. The student
tutor will coordinate between the team of professionals, the guidance services and
the family. The ACIs are based on the conclusions of the Psycho-pedagogic
evaluation; they will refer to the cycle or course, which corresponds according to the
level of curricular competence. It is elaborated by the tutor together with the team
of professionals and assessed by the guidance service.
The evaluation of the ACIs will be carried out according to the same proposed
objectives. They are set out in a Plan of Action.

DIVERSITY ATTENTION MEASURES

We are all diverse and the measures in the PAD should contemplate this diversity

AT CENTRE LEVEL
They are the collection of adjustments and modifications which are realized in the
different elements of the educational proposal which the team of professionals
develops for the centre, reflected in the educational and curricular projects of
the centre to respond to the diversity of the students.

AT CLASSROOM LEVEL
They are the collection of adjustments and modifications which each teacher
realises in the different elements of the educational proposal taken on for a
concrete group of teaching-learning.

AT INDIVIDUAL LEVEL (STUDENT)

They are the collection of adjustments and modifications in the different elements of
the educational proposal developed by each teacher for a specific student which
are realised (after an ample valuation of the student and context) with the purpose
to respond to specific necessities of educational support. The individualised AC can
be not significant and significant (ACNEEs)

MEASURES AT CENTRE LEVEL

Regulated by D. 21772000 and 0. 1701 25 June 2001. ORDER 22 August 2002:

Organisation of Primary and Secondary Education Centres

CENTER EDUCATION PROJECT Centre identity signs, sensibility to Attention to

Diversity Programmes
CENTRE CURRICULAR PROJECT (Primary and Secondary Education)

PAT
PAD * Organisational and curricular educational measures from the most ordinary
to the most extraordinary base on the principles of normalisation and inclusion.
In the framework of pedagogical and organisational autonomy of the centre.
 Modes of use and decisions relative to the educational support of the
students who require it independently of the cause, taking as reference basic
 competences, the achievement of stage objectives and the characteristics of
the student and the centre.
 These measures will be carried out by all teachers involved. (Ordinary
and/or PT specialists and or AL) guided by the EOEPs Or DO

CLASSROOM LEVEL MEASURES

METHODOLOGICAL:

CLASSROOM ORGANISATION

It is defined and decided upon as a school decision: support in ordinary groups, class
divisions, flexible groups, parallel and individual support, and make the most of
support in the classroom.

ORGANISATION OF CLASSROM SPACE

Location of the students (near the teacher etc) pairs, small groups, classmates—
tutor

TIME ORGANISATION
Timetable distribution according to the characteristics of the group—class: at what
times do they work best, when it is harder for them to concentrate etc.

ORGANISATION OUTSIDE THE CLASSROOM

Coordination between class teacher and support teacher

CLASSROOM LEVEL MEASURES

CONTENT

CONTEXTUALISE

Do not adopt content globally, uncritically but contextualise it according to the

characteristics and necessities determined by the social environment of the school
as well as the special needs of our students.

PRIORITIZE
Prioritise in the different areas that functional content which maintains a direct
relationship with the general objectives and basic competences-

ORGANISE
Attending to the criteria of the existing interrelationship within the content with
relation to the general stage objectives before disciplinary criteria
IN SECONDARY EDUCATION

Organisation of optional material, grouping of optional material in the fourth course

and the integration of materials in fields.

CLASSROOM LEVEL MEASURES

MATERIALS

APPROPRIATE SELECTION

Select materials which can be used for all the students

Select specific materials which prove suitable for students with the most difficulties.
Select attractive materials, diverse with different access to the information.
(Visual, auditory, tactile, etc)

CLASSROOM LEVEL MEASURES

ACTIVITIES:

Introduction to alternative activities to the general ones planned for the class—
group.
Introduction to complementary revision and support activities
Modification of the level of abstraction of an activity.
Modification of the level of complexity of the activities:
--Eliminating part of its components.
--Present it already organised in the successive steps which compose it.

MEASURES AT INDIVIDUAL LEVEL

Adjustments or modifications of the different elements of the educational proposal
which each individual teacher develops for a specific student.

Flexi-times for the different rhythms of the student: to do the activities, the exams,
to acquire content.
Planning the task: facilitate the sequencing of the tasks when they are impulsive….
Present the information via the different channels: written language , oral, images….
Use exemplification…….
Introduce the themes in an encouraging and significant way to the students.
Anticipate the tasks…
Curricular adaptation is allowed
In the approach (modifications in the personal elements, special, materials and
organisational, to favour the students access to the curriculum without making
changes to it)
Curriculum elements: Non significant (they don’t affect the prescriptive elements of
the curriculum) or significant for ACNEAE (extraordinary measures which affect the
prescriptive elements of the official curriculum, they modify general stage
objectives, basic and nuclear content of the different curricular areas and evaluation
criteria.

a) TYPES OF CURRICULAR ADJUSTMENTS

CURRICULUM ACCESS
(Art 15.4) these are the ones that are realised in the personal elements and its
organisation and/or in the material elements and didactic resources. “Those
measures on the elimination of barriers (architectural and/or of communication)
technical help and/or methodological.

b) CURRICULUM ADJUSTMENTS

In the basic elements:

Evaluation
Methodology
Content
Objectives

Personal elements and their organisation.

Example: The incorporation of specialised teachers, classroom auxiliary special etc

Material elements and their organisation.

Example: The use of FM receivers and communication increase systems SPC

Functional elements and their organisation

Example: The adaptation of the classroom for vision and hearing

NOT SIGNIFICANT CURRICULAR ADJUSTMENTS

(Art 15.5) Order 25-6-2001 “Modification of the evaluation and/or timing as well
as the elimination off ones which are not considered basic”

SIGNIFICANT CURRICULAR ADJUSTMENTS

(Art 15.6) Order 25-6-2001 “this is an extraordinary measure which means the
elimination of objectives in one or various areas of the cycle or stage.

WIDENING CURRICULAR ADJUSTMENTS

(Art15.9) Order 25-6-2001 “ It consists of the enrichment of the objectives, content

evaluation criteria and specific methodology which is advisable to use taking into
account the student’s style of learning and the schooling context.

Coordination, support, grouping

Communication systems, Elimination of architectural barriers, Technical and
methodological help.

Spaces, physical space furniture, Times

Timing
Evaluation
Elimination of content not basic

Elimination of minimal objectives

Enrichment of objectives and content

Evaluation criteria and timing

The adaptation of the centre and classroom make the individual adjustments less
significative and facilitate a better grade of participation and integration of the
students in the general dynamics of the centre and the classroom

CURRICULAR TYPES OF ADJUSTMENT

ELEMENTS
NON SIGNIFICANT SIGNIFICANT

OBJECTIVES Prioritise ones against the others Elimination of basic objectives

according to functional criteria
Different sequencing

CONTENT Prioritise: Introduction of specific content,

Areas or blocks complementary and/or
A certain type of content alternatives.
Modification of the sequence Elimination of basic objectives
Elimination of content not basic
METHODOLOGY AND Modification: Introduction of specific methods,
DIDACTICE ORGANISATION The planned groups complementary and/or
Special or temporal organisation alternative teaching and learning
Ordinary didactic procedures (SAC Braille etc)
Level of abstraction and Introduction of resources specific
complexity of the activities to personal approach and/or
Selection of materials materials, to the curriculum
Organisation
EVALUATION Modification of the selection of Introduction of specific evaluation
techniques and instruments. criteria.
Elimination of general evaluation
criteria
Adjustment of common
evaluation criteria
Modification of promotion criteria
 TIME Modification of the timing Prolongation or continuance of
planned for the learning one more year in the same cycle

ATTENTION TO DIVERSITY
Primary Education and ESO
(Art 71)

GENERAL MEASURES MEASURES ATTENTION TO DIVERSITY

PROGRAMMES
STUDENTS WITH SPECIAL
NEEDS OF EDUCATIONAL
SUPPORT

Purpose: Facilitate to all students the securing of the basic competences and the
achievement of the stage objectives, with an inclusive focus and though using
processes of continuous improvement which favour maximum development of
capacities, integral training and equality of opportunities. (Art14. Order
9.05.07_BOA 106.07

ATTENTION TO DIVERSITY in Primary Education

GENERAL MEASURES SPECIFIC MEASURES PROGRAMMES

REINFORCEMENT IN ORDINARY ACIS Spanish classes for immigrants

GROUP ACNEES (Incapacity)
FLEXIBLE GROUPING LATE INCORPORATION Educational reinforcement
(Schooling of a course under the programme
educational support measures)

GROUP DIVISION Reinforcement educational

support and accompaniment
programme

NON SIGNIFICANT CURRICULAR ACIS Capacity Development

ADJUSTMENTS HIGH CAPACITY Programme
(Flexible approach)

ATTENTION TO DIVERITY IN ESO

GENERAL MEASURES SPECIFIC MEASURES PROGRAMMES

(ACNEAE)

REINFORCEMENT IN ACIS Educational reinforcement BLP

ORDINARY GROUP (For general learning difficulties) (Basic Learning Programme)

FLEXIBLE GROUPS ACIS HIGH CAPACITIES CDP

(Significant and flexible)
Curricular Diversification
Programme

GROUP DIVISIONS LATE INCORPORATION IPQP

(Temporary support group) (Initial Professional Qualification
Programme)

NON SIGNIFICANT EXCEPTIONAL RISK OTHER PROGRAMMES

CURICULAR ADJUSTMENTS ABANDONMENT
(Extraordinary organisational
modes)

OPTIONAL MATERIALS Spanish classes for immigrants Reinforcement, educational

support and accompaniment
programmes
 OPTIONAL MATERIALS IN Educational reinforcement
4TH OF ESO programme

INTEGRATION OF
MATERIALS IN FIELDS

GENERAL MEASURES

PRIMARY AND SECONDARY EDUCATION

Support in ordinary groups: Presence of two teachers with the group, that’s to say,
collaboration of another person with the teacher of the area so that the group of
students can acquire the proposed didactic objectives, in didactic situations the
same or different to the work with the group, in the class, or out of it.

Flexible grouping: Ordinary measure of attention to diversity in which a group is

divided into two or three taking into account the characteristics (level of curricular
competence especially in the instrumental basics, style of learning common
interests etc.) They should be open and non discriminatory.

Splitting of groups in instrumental areas and subjects. For example it would be two
groups of 2nd of ESO, which are converted into three. This way teaching in
particular areas or instrumental subjects would be reinforced.

Non -significant Curricular adjustments

GENERAL MEASURES

Specific in SECONDARY EDUCATION

Optional material: The educational offer in optional materials means one of the
curricular measures which allow us to deal with the diversity of capacities, interests
and necessities of the students in the framework established by the general
objectives of the stage. In 1st 2nd 3 rd Second language or workshops and in 3 rd
Classical Culture.

Optional materials in fourth of ESO: In fourth course, as well as the common subjects
the students have to study three other subjects. With the purpose of guiding the
choice of the students, groups in these areas can be established with different
options. Within the different options which are established the second foreign
language will always be offered in order to guarantee the continuity of study along
this educational stage.
Integration of subjects in fields: The purpose is to allow the number of teachers who
intervene in a same group to be as reduced as possible. The objectives, content, and
criteria of evaluation of all the subjects integrated should be respected as well as the
timetable assigned to each of them. This integration will have an effect on the
organisation of the teaching but it is not that way with the decisions associated with
the promotion.

SPECIFIC MEASURES

PRIMARY EDUCATION:

Individual curricular adjustments which significantly move away from the

objectives, content and curriculum evaluation criteria to cater for special
educational needs will be a special case and will require a previous psycho-
pedagogical evaluation. The ACI’s are elaborated by the team of teachers
coordinated by the tutor and advised by the EOEP. The evaluation references are the
objectives and evaluation criteria stated in the adjustments. The schooling of these
children can be extended two more years. (Exceptional)

Schooling of students incorporated late into the education system:

When they have a serious linguistic deficiency they will receive specific attention,
simultaneously with their schooling in ordinary groups with whom they will spend
the most time possible out of the weekly timetable. These students who are out of
step with their level of curricular competence by more that one cycle can receive
education in a lower course than the one which corresponds to their age.
Educational support measure will be adopted to enable them to recuperate this lost
time and continue taking advantage of their studies in order to finally be
incorporated into their corresponding group.

Schooling of students with high intellectual capacity will be flexible so as to be able

to anticipate one course the beginning of schooling in the stage or reduce the length
of it when this seems to be the most adequate measure for the development of their
personal balance and socialisation

SPECIFIC MEASURES for ACNEAEs

SECONDARY EDUCATION:

Individual curricular adjustments which significantly move away from the

objectives, content and evaluation criteria of the curriculum (ACIs)
as well as individualised educational reinforcement and support in small groups in
order to respond to students with special educational needs associated with psychic
incapacity, physical or sensorial due to serious behavioural or development
disorders. after psycho- pedagogical evaluation, hearing from their parents and with
the education inspection report and corresponding express resolution. The
schooling of these students will be allowed to continue one year more always when
this favours the obtaining of the secondary education title.
Individual curricular adjustments which significantly move away from the
objectives, content and evaluation criteria of the curriculum (ACIs) as well as
individualised educational reinforcement and support in small groups in order to
respond to learning difficulty students and those who have fallen behind
significantly, after psycho- pedagogical evaluation, hearing from their parents and
with the education inspection report and the resolution of the Provincial Director of
the Provincial Service Department competent in educational matters.

Individual curricular adjustments (expansion ACIs) making the period of schooling

flexible (acceleration) in the terms which the competent department in educational
matters in order to respond to students with high intellectual capacity after psycho-
pedagogical evaluation, hearing from their parents and with the education
inspection report and the resolution of the Provincial Director of the Provincial
Service Department competent in educational matters.

SPECIFIC MEASURES for ACNEAEs

SECONDARY EDUCATION

Temporary support groups for students incorporated late into the educational
system with no knowledge of Castilian and important curricular phase lag. The
schooling of these students will be realised according to their circumstances,
knowledge, age and academic history. When there are serious linguistic gaps they
will receive specific attention which will be simultaneous with their schooling in
ordinary groups and with whom they will spend the most time possible within the
weekly schedule. Those with a curricular competence phase gap of two or more
years can be incorporated in a course one or two years inferior to their
corresponding level always when this schooling allows them to finish the stage
within the set age limits. For these students the necessary measures of
reinforcement and support will be adopted in order to facilitate their school
integration and recuperate their phase lag to allow them to carry on taking
advantage of their studies. Spanish class programme.

Exceptionally, according to what is established by the competent Department in

educational matters extraordinary organisational modes can be applied to the
students with specific needs in educational support who find themselves in
unfavourable personal, social or cultural situations and who manifest serious
schooling adaptation difficulties with a view to preventing their premature
abandoning of the educational system and to adapt an educational response more
suitable to their needs. These measures will require the authorisation of the
competent Department Provincial Service Director after psycho-pedagogical
evaluation, conformity of parents or legal tutors and education inspection report.
The time spent in these programmes will be revised annually.
 ATTENTION TO DIVERSITY PROGRAMMES

PRIMARY AND SECONDARY EDUCATION

Spanish classes for immigrants: The class will consist of six or more immigrant
students whose communicative competence in Spanish is inferior to B1 on the
common European framework languages and for whom the reception and
integration programme and has been authorised. In the case of a CEIP the students
should be schooled in the third cycle of primary. Immigrants with no knowledge of
Spanish and who have been incorporated for the first time into the Spanish
Education System or who did so the previous course to their access to the Spanish
classes will be admitted to them. The appointment of a student with no knowledge
of Spanish to the classes will be able to take place at any time during the school year
as a consequence of having enrolled at the centre. Spanish classes will be set up as
an open work space within the school and they will dispose of all the materials they
need in order to guarantee the learning of the language. As a general norm each
class will have a minimum of six and a maximum of twelve students. The class will
be supervised by one single teacher.

ATTENTION TO DIVERSITY PROGRAMMES

PRIMARY AND SECONDARY EDUCATION

Education reinforcement programme. The purpose is that the students, through an

appropriate methodology and an arrangement of content adapted to their
characteristics and needs, develop the basic skills necessary to further their
educational process successfully throughout the stage and to improve their
academic results. The development of this programme must be compatible with the
ordinary schooling of a fifth and sixth primary student or if it is the case of
secondary education. Each group set up will have a minimum of six and a maximum
of twelve students. The activities of education reinforcement programme will be
four hours and they will be realised by the students outside of class hours.

ACCOMPANIMENT SUPPORT AND REINFORCEMNT PROGRAMME:

The purpose is to improve the education results through changes in the attention to
diversity programmes. New horizontal coordination procedures and new protocols
with relation to the families.
The programme of school accompaniment in primary is aimed at students of fifth
and sixth primary with the objective of improving school results and improve
socialization at the centre. It takes place in groups outside class hours with the help
of teachers and monitors. The tasks of planning, coordination, follow-up and
evaluation will be carried out by a teacher of the centre.
The programme of school accompaniment in secondary is aimed at 1 st 2nd and 3rd of
secondary education with the purpose of improving school results and favouring
socialisation at the centre. It takes place outside class hours with the help of a
teacher or monitors.
ATTENTION TO DIVERSITY PROGRAMMES

PRIAMRY EDUCATION

The capacity development programme hopes to develop to the maximum the

capacities and expectations of those students who stand out for their high school
performance or for a special capacity within an area of the curriculum. It is also
based on the idea of stimulating those who might show disinterest in their school
achievements on perceiving that their capacities are not valued. The interventions
will take place during the school day and will be flexible. The content must be
adjusted to the interests and needs of the students stimulating and boosting their
cognitive, effective and social capacities.

ATTENTION TO DIVERSITY PROGRAMMES

CURICULAR ATTENTION TO DIVERSITY PROGRAMMES FOR ESO

Basic leaning programme; aimed at students of 1 st and 2nd of ESO. The purpose of
this programme through an appropriate methodology and an arrangement of
content adapted their characteristics and needs, develop the necessary basic
competences necessary for their incorporation with a guarantee of success in a
second or third course of the stage.

Curricular diversification programme. Aimed at 3 rd course students of secondary

education and students who on having done the second course are not in a condition
to move up to 3rd course plus those who have already repeated a stage once. The
purpose of the course is that the students through an appropriate methodology and
an arrangement of content adapted their characteristics and needs acquire the basic
competences, achieve the general objectives and therefore obtain the certificate of
Secondary Education graduate. The structure of the programme is designed in fields.

ATTENTION TO DIVERSITY PROGRAMMES

CURICULAR ATTENTION TO DIVERSITY PROGRAMMES FOR ESO

Initial professional qualification programme: The purpose of the programme is to

favour social, educational and work insertion of those students over the age of
sixteen. Whose birthday was before 31 December of the initial year of the
programme. And who have not obtained the secondary education certificate. The
Initial professional qualification programmes will include three types of module:
specific modules which will develop the professional profile competences and in
such a case will contemplate a phase of work experience in companies respecting
the demands of The National System of Professional Qualifications and Vocational
Training; formative modules of a general character permit the development of basic
competences and favour the transition from the educational system to the world of
work; modules that lead to the obtaining of the secondary education graduate
certificate.

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