person_outline
EN FI FR DE IT PL PT ES SV TR

Filter & Search

keyword

Goal

Curriculum area

Students age range

Author

Good Practices

Select the language to which you want to translate

Sensitization to groups of receiving students

The students receiving the ordinary center receive awareness through different audio-visual supports (la cazo de Lorenzo, academy of specialists, wheels, María and I, my little brother of the moon). Highlight also the different videos where the relatives of the students expose at first hand the characteristics, strong and weak points of the students. Through these videos, we make the students understand the differences that exist between people, as well as the different characteristics, strengths and difficulties that our students have. The students once explained to them that autism and aid need our, they can ask all kinds of questions to solve their doubts, in such a way that it establishes a group dynamics that break with many of the myths that the population has about the people with autism. The receiving students greatly appreciate this information received as it helps them to better understand the ...

training for the faculty

The faculty of the receiving center receives training about people with autism, their learning difficulties and the best way to facilitate access to training. This training aims to break the myths that still exist about people with autism and especially with their generalized difficulties in different areas of development.

Special support for extraordinary activities

Provide a scifi and individualized support so that a student can make a trip with overnight as well as the rest of his classmates. An individualized support will be in charge of tutoring the activity and helping the student with ASD to adapt with the other classmates before an outing / excursion outside the center and a known and daily situation. We know that students with ASD, one of their greatest difficulties reşide in adapting to new activities, environments and unfamiliar situations, hence this personal support can help you manage, channel and integrate with their peers in new situations and spaces. The results obtained from this activity are extremely positive, since without such support, he could not have enjoyed this activity due to his difficulties adapting to new environments. The assessment of the family and the welfare of the student ...

directed recess with peer participation

Given the difficulties of people with ASD in terms of social-communication skills, mental inflexibility, recess becomes the time of the school day in which they can highlight their difficulties, especially the lack of structure that this context usually has and how complex the understanding of social interactions is. That is why the classrooms that have participated throughout the course sharing the recess with the students of ordinary school, realizing regulated and structured games where our students can participate with the rest of the students of the center. Highlight objectives such as establishing guidelines for professionals of the center, collect information from tutors belonging to each student, structuring the environment (visual supports, furniture layout, materials ...), meet the individual demands of each student at both communicative and social level are some of the objectives ...

partial integration supported

The complexity involved in a project of these characteristics is important at different levels, in management, organization, coordination and in the curricular field. Progressively, the mechanisms and structures that have overcome the aforementioned difficulties have been articulated. A total of nine students have participated in the program, five of them in the regular classroom and three of them in different classrooms located in the AUCAVI school who have attended in a timely manner throughout the week to participate sharing spaces and activities with several references. . Among the main objectives of this program, we can highlight those that are personally focused for students, such as improving social and communication skills, acquiring a degree of autonomy and personal self-regulation as high as possible, achieving greater and better adaptation of behaviors to the environment that surrounds it and generalizes to this normalized educational context learning ...

Coexistence games

This activity consists of a day of awareness, knowledge and coexistence during a day with ordinary students where the Aucavi school has a stable classroom with 5 students. We carry out this activity in order to provide students with positive, real and adjusted experiences that serve as a bridge to create habits of sharing different moments, games and experiences with their peers. The benefit of this activity is also designed for ordinary school students, as they learn different learning rhythms and experiences of empathy with the rest of the students. The main objectives of this activity would be: to obtain positive learning experiences with their peers, to learn strategies in social relationships, to increase the feeling of competence and training in daily life, to share moments of play and leisure, to know the different learning rhythms of people and perform activities in natural environments ...

signage center

Access to the environments in which we develop our life is not limited only by physical barriers, but psychological, cultural, informative and communicative. Accessibility depends on these factors. According to the European concept, accessibility is the condition that makes it possible to arrive, enter, exit, use houses, shops, theaters, parks or workplaces, as well as participate in social and economic activities. When interaction between people is hampered by attitude or environmental barriers, we speak of lack of accessibility. An open and inclusive society must modify its environment in solidarity to welcome people with disabilities as an enriching part of the community. This is detailed in the International Convention on the Rights of Persons with Disabilities of the United Nations, in the Law on Equal Opportunities, Non-Discrimination and Universal Accessibility for Persons with Disabilities and, ...

Time Card

The student picks up the 'time card'; the teacher will start the activity or give the main direction from the day to day, the student puts the appropriate day cards on the lower side to the places that write 'yesterday-today-tomorrow'.

TRAINING NETWORKS

OBJECTIVE: To raise awareness about students with ASD about the importance of offering an educational response tailored to their needs. AIMED AT: Students in teaching internships, speech therapy and masters related to education. TEMPORALIZATION: Throughout the course. The activity that we propose consists of five phases. DEVELOPMENT: Phase 1. Reception. The trainees are received by the management team in a meeting, where one of the teachers of the specific unit presents the TEA classroom. Phase 2. Presentation of the TEA class. After school hours, students attend the specific unit to receive more detailed information on the operation of the unit and the characteristics of the students. Phase 3. A day with ASD. Individually, trainees spend a day of work in the specific unit. Phase 4. Documentation. They are given a folder with bibliography and web pages addressed to the ...

Partners

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

No Internet Connection