Proposal Curricular Global

The goal is to know how all this affects to their learning. Qualitative and quantitative estimation of the functional organization of the capabilities of the student. Through the various medical, logopedicos, psychological and school reports prior to determining the level of curricular competences, the psychologist should carry out the corresponding valuation context school and institution classroom: the aim is to analyze the relationship student/teacher/fellow, analysis of educational practice: methodology, strategies, set level to students, support that the student account school: Assessment of the institutional response to the needs of the student, distribution of times, spaces, training and cooperative work of teachers, family background and SOCIAL assessment of the context of the student etc: should assess how they affect different people around him and variables that can influence the educational process. The child must have a continuum between the two, i.e., there must be a constant interaction between family, school, and social context with an assessment of the opportunities and real deficiencies present to detect possible negative inferences. You have to know what kind of affective relationships exist in your environment, family expectations, autonomy granted responsibilities, etc at the family level, the student, it is important to know the degree of structure, directivities, predictability, as well as the degree of perception of the child by those around him (anxiety, assimilation, frustration, blaming). Equally important will be to make this assessment from the observation detail in real interactive contexts. To make ratings appropriate, considering that each student has their own times, strategy is to establish a pace appropriate to their particularity and need.

Proposal Curricular Global aspects General of the adaptation Curricular according the N.E.Es. students, must be a curricular adaptation (accommodation or adjustment of the educational offer common to its possibilities and needs). We will depart from the base that the method of intervention will have as main characteristic a focus of social interaction, learning base and structuring of the personality of the students.