Good Practices

Autonomy in the exits and entrances of the school center. The objectives that we want to achieve with these good practices are: -To ensure that our students are autonomous at the time of entering and leaving the school by the same place as the rest of the students. -Favor the socialization of the parents of our students with the parents of the rest of the students. -Favor the awareness of the abilities of students with Tea in the school community. Because in our center each stage (infant-primary) makes the entrances and exits by different doors (to which the students have to arrive of independent way, since the row is done to about ten meters of the place in which they wait parents) we are presented with the need to organize the different human resources available to the center so that each student can do it correctly. The organization would be the ...

Physical education is very important for students, but for students with ASD it is very complicated to follow the rules of the game, this causes them to have disinterest in the activities since they do not understand what they have to do, how they have to play . For this it is very important to adapt these classes and games to them. To plan a good practice in physical education classes with these students, the following measures can be carried out: Design games with few rules, very simple games, easy to understand. Cooperative games that the student feels included. They can be done in groups or in pairs. Explain these games through pictograms that are easy for the child to understand. Use meaningful, striking materials and sometimes adapted for them taking into account the difficulties at the level of fine and coarse motor skills. These measures help the student to show a ...

The main objective to achieve in our students is that it can be autonomous in your daily life. With this purpose we use varied visual aids that help us achieve this. When a student controls snails they sell us other types of needs, such as: that they are not exposed in the corridor to get underwear. In our center we have several bathrooms with visual help, such as the one you can see in the accompanying photo, with two clear objectives: to be able to complete all the steps when using the wc and not having to need the presence of the adult (strip the sequence placed on the wall) and lift the clothes within the space of the toilet (box delimiting an adequate space) In order for these aids to work, the student must be modeled in advance. We place the strip with the sequence and the box on the floor (with a durable adhesive tape) The child ...

GOOD PRACTICES Students with ASD have great difficulties in understanding the environment, integrating different information and giving meaning to activities. Therefore, it is important to give information to students about how to perform a task, visually supported. In our center at the time of going to perform the daily routine of cleaning, the waiting time we work as follows: We pictographed the waiting area to go to do the toilet, we have placed a bank in which students can Sit waiting for your turn to enter the toilet. OPEN CLASSROOM TEAM CFI GABRIEL PEREZ JAIL

It is proposed the celebration of the patron day of the center (in our case, San Gabriel's day) as a Center Pedagogical Project. This event will take place in September and all educational stages and specialized open classrooms will be involved. The celebration of the day of the center aims to be a motivating stimulus for students through which they promote knowledge and awareness of people with disabilities, while cooperatively working on curricular contents of each of the respective educational stages. The main purpose of the Project is limited to generating in our students the value of awareness to people with disabilities and more specifically to those who have ASD. Through knowledge and experiential experiences with autistic students, we will be able from the school environment to foster in our children positive attitudes of respect, understanding, empathy, ...

During the work sessions, the professionals of the specific unit explain the characteristics of the students they attend from a power point presentation. In the first working session, the professionals presented to primary school students through a recording made a few days before, where relevant aspects of each student are revealed in relation to the area of ​​language, the area of ​​anticipation and flexibility and the area of ​​symbolization. The students are presented by 1 in 1 and at the end of each of them a turn of words is opened among the teachers to solve doubts of the above. In the second session the students of early childhood education are presented and for this a recording made by 1 or two members of the student's family is used. Where they explain what are the characteristics of their children in relation to the areas described above. TO…