Support for Educational Inclusion

This program is aimed at children and young people with Down Syndrome, between the ages of 5 and 20 when they successfully complete their baccalaureate.

Its objective is to accompany their process of educational inclusion in gardens and regular schools, provide specific knowledge of the condition, supporting teachers in adjustments, flexibilities and methodologies to take into account in their pedagogical process.

Guaranteeing together with the teachers the possibility of developing to the maximum their academic, emotional and social skills which will allow them to relate in an assertive and pertinent way throughout their lives.

It includes both accompaniment to the family and to the school environment and is provided by the Educational Accompaniment Professional (PAE)

Accompaniment to family in the search for school

  • Preparation for school search: Workshops aimed at families from the EARLY CHILDHOOD programs that enter the IAR program, giving updated information regarding the school inclusion process that allows families to have a clear criterion in the search and choice of the school for their child .
  • I know  makes   accompaniment to   2   institutions previously selected by families, in accordance with their expectations. 
  • The School Support professional issues his technical concept verbally and / or in writing and the family makes the decision it deems most convenient.

Educational accompaniment service modalities

  • This service includes 21 annual accompaniments of three hours each during the months of February to December which will be carried out at school and some at home during vacation times. to facilitate what children and young people have a pedagogical plan that maintains the achievements that have been worked on during school time.
  • If the family wants a greater number of accompaniments, and if the school agrees, the CSD can increase to 39 accompaniments per year.
Families will have a report of each of the visits made. This report can be personal, by telephone or by email as agreed with each one at the beginning of the service, as well as a copy of the minutes and the adjustments made for the different subjects by mail. The Educational Accompaniment service is not covered by the EPS because it is not a health service, and therefore must be paid for by the families.

Educational accompaniment in school

CSD and service presentation.

The assigned professional, the coordinator of the program and the family explain the dynamics of the service to school administrators and teachers, the joint way in which the process is supported and how we all become guarantors of inclusion.

Presentation of the student and his academic process

Presentation of the student and his family nucleus, socializing the report of therapeutic and academic intervention, tools that will facilitate pedagogical planning.

Documents delivery

  • FR100 delivered - level of curricular competence
  • FR 189 - Minutes of visit and follow-up  
  • FR 51 - Report on Social Skills in School Context

Support in the construction of PIAR.

  • Support in the selection of indicators in the different subjects and in the form of participation of our student according to the topics addressed.
  • Important criteria are socialized and agreed on in the reasonable accommodation required
  • Guides and flexible work models are provided in basic subjects.
  • Methodologies and strategies that facilitate their learning are modeled.

Awareness and reception workshops

Workshops for classmates where reception issues are addressed, an appropriate way to support them and different doubts are clarified regarding school coexistence and respect for differences.

Teacher training

  • Training for teachers in different topics related to the condition and on inclusion
  • Follow-up of the process with the group director and / or teachers of the different areas, exchange of knowledge and strategies.
Educational accompaniments at home

  • Model intervention strategies in academic and social skills for the family or person in charge.
  • Address specific situations regarding access to digital information, using virtual platforms and pages that contribute to the pedagogical process
  • Joint creation of supports in routines that build the creation of habits necessary to strengthen autonomy and independence.
  • Guidance for ninth, tenth, and eleventh grade students on using required formats for Saber tests

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