: ROLE OF THE DEPARTMENT OF PSYCHO-PEDAGOGY
The psycho-pedagogy department was created to coordinate the management of processes of curricular accommodations at the Jorge Volio Jimenez Bilingual High School.
Since students with curricular accommodations require greater monitoring and support, it is necessary to coordinate actions with the family, teachers, students and the Ministry of Public Education for the success of our students.
Aware that this work is not individual and requires a cooperative work, we invite you to participate in our project because when we learn and we are in the world of diversity, we all grow as people, and when we share our learning, questions, and thoughts with others, we realize that solidarity makes life more bearable and burdens lighter.
Transformation is life, and therefore, we transform each day. Your contributions help us to improve the process of accompanying your children to learn.
Institutional Psycho-pedagogy
GENERAL CONCEPTS
Disability: any physical, mental or sensory impairment that substantially limits one or more of the major activities of an individual.
Person with disabilities: any person who due to a physical, mental or sensory impairment, is restricted, temporarily or permanently, from the ability to perform an activity in the manner or within the range considered normal for a human being.
Equal opportunities: the principle that recognizes the importance of different individual needs, which should form the basis for the planning of society to ensure the use of resources to ensure that people enjoy equal access and participation in identical circumstances.
Equalization of opportunities: the process of adjusting the environment, services, activities, information, documentation and attitudes to the needs of the people, particularly those with disabilities.
Accessibility: inexistence of restrictions so that all people can move freely in the environment, use all the services required and have all the resources to ensure their safety, mobility and communication.
(Montero, Federico, 1996).
TYPES OF ACCOMMODATIONS
Access: These accommodations refer to the modifications or the provision of space resources, materials or communications addressed to some students (especially those with mobility impairments, visual and auditory) to facilitate access to the regular curriculum or adapted curriculum.
Non-significant: These accommodations do not substantially alter the programming of the curriculum. They include the actions that teachers do to provide appropriate learning situations, in order to meet the educational needs of students.
Significant: These accommodations are those which consist primarily of removal of material and objectives that are considered basic in the different subjects and the consequent change in the assessment criteria: The application of such adjustments requires the approval of the Interdisciplinary Team of the Ministry of Public Education for Cartago.
PROCESS FOR THE APPLICATION OF CURRICULAR ACCOMMODATIONS
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Written request from the parent, student or teacher
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Period of observation by the teachers
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Report of the counselor on methodological strategies related to study habits
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Interview with the student
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Interview with the guardian
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Report for the parent about the resolution
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If required a medical assessment
FREQUENTLY ASKED QUESTIONS
Who approves the curricular accommodations?
The teachers are the only professionals who determine whether the curricular accommodation is necessary or not. Teachers determine if curricular accommodations are required by students in their subject and what type of accommodations is necessary after a period of observation and applying their technical criteria, so it is an individual process.
Note: To answer your questions, please contact the reception or please call extension 108. Your questions will be published in this section.
