Spain:Separate Special Education Needs Provision in Early Childhood and School Education
From Eurydice
Contents
- 1 Spain:Political, Social and Economic Background and Trends
- 2 Spain:Organisation and Governance
- 2.1 Spain:Fundamental Principles and National Policies
- 2.2 Spain:Lifelong Learning Strategy
- 2.3 Spain:Organisation of the Education System and of its Structure
- 2.4 Spain:Organisation of Private Education
- 2.5 Spain:National Qualifications Framework
- 2.6 Spain:Administration and Governance at Central and/or Regional Level
- 2.7 Spain:Administration and Governance at Local and/or Institutional Level
- 2.8 Spain:Statistics on Organisation and Governance
- 3 Spain:Funding in Education
- 4 Spain:Early Childhood Education and Care
- 5 Spain:Primary Education
- 6 Spain:Secondary and Post-Secondary Non-Tertiary Education
- 6.1 Spain:Organisation of General Lower Secondary Education
- 6.2 Spain:Teaching and Learning in General Lower Secondary Education
- 6.3 Spain:Assessment in General Lower Secondary Education
- 6.4 Spain:Vocational Lower Secondary Education: Basic Vocational Training cycles
- 6.5 Spain:Organisation of General Upper Secondary Education
- 6.6 Spain:Teaching and Learning in General Upper Secondary Education
- 6.7 Spain:Assessment in General Upper Secondary Education
- 6.8 Spain:Organisation of Vocational Upper Secondary Education
- 6.9 Spain:Teaching and Learning in Vocational Upper Secondary Education
- 6.10 Spain:Assessment in Vocational Upper Secondary Education
- 6.11 Spain:Post-Secondary Non-Tertiary Education
- 7 Spain:Higher Education
- 8 Spain:Adult Education and Training
- 9 Spain:Teachers and Education Staff
- 9.1 Spain:Initial Education for Teachers Working in Early Childhood and School Education
- 9.2 Spain:Conditions of Service for Teachers Working in Early Childhood and School Education
- 9.3 Spain:Continuing Professional Development for Teachers Working in Early Childhood and School Education
- 9.4 Spain:Initial Education for Academic Staff in Higher Education
- 9.5 Spain:Conditions of Service for Academic Staff Working in Higher Education
- 9.6 Spain:Continuing Professional Development for Academic Staff Working in Higher Education
- 9.7 Spain:Initial Education for Teachers and Trainers Working in Adult Education and Training
- 9.8 Spain:Conditions of Service for Teachers and Trainers Working in Adult Education and Training
- 9.9 Spain:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training
- 10 Spain:Management and Other Education Staff
- 10.1 Spain:Management Staff for Early Childhood and School Education
- 10.2 Spain:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education
- 10.3 Spain:Education Staff Responsible for Guidance in Early Childhood and School Education
- 10.4 Spain:Other Education Staff or Staff Working with Schools
- 10.5 Spain:Management Staff for Higher Education
- 10.6 Spain:Other Education Staff or Staff Working in Higher Education
- 10.7 Spain:Management Staff Working in Adult Education and Training
- 10.8 Spain:Other Education Staff or Staff Working in Adult Education and Training
- 11 Spain:Quality Assurance
- 12 Spain:Educational Support and Guidance
- 12.1 Spain:Special Education Needs Provision within Mainstream Education
- 12.2 Spain:Separate Special Education Needs Provision in Early Childhood and School Education
- 12.3 Spain:Support Measures for Learners in Early Childhood and School Education
- 12.4 Spain:Guidance and Counselling in Early Childhood and School Education
- 12.5 Spain:Support Measures for Learners in Higher Education
- 12.6 Spain:Guidance and Counselling in Higher Education
- 12.7 Spain:Support Measures for Learners in Adult Education and Training
- 12.8 Spain:Guidance and Counselling in a Lifelong Learning Approach
- 13 Spain:Mobility and Internationalisation
- 13.1 Spain:Mobility in Early Childhood and School Education
- 13.2 Spain:Mobility in Higher Education
- 13.3 Spain:Mobility in Adult Education and Training
- 13.4 Spain:Other Dimensions of Internationalisation in Early Childhood and School Education
- 13.5 Spain:Other Dimensions of Internationalisation in Higher Education
- 13.6 Spain:Other Dimensions of Internationalisation in Adult Education and Training
- 13.7 Spain:Bilateral Agreements and Worldwide Cooperation
- 14 Spain:Ongoing Reforms and Policy Developments
- 14.1 Spain:National Reforms in Early Childhood Education and Care
- 14.2 Spain:National Reforms in School Education
- 14.3 Spain:National Reforms in Vocational Education and Training and Adult Learning
- 14.4 Spain:National Reforms in Higher Education
- 14.5 Spain:National Reforms related to Transversal Skills and Employability
- 14.6 Spain:European Perspective
- 15 Spain:Legislation
- 16 Spain:Institutions
- 17 Spain:Bibliography
- 18 Spain:Glossary
Spain:Political, Social and Economic Background and Trends
Spain:Historical Development
Spain:Main Executive and Legislative Bodies
Spain:Population: Demographic Situation, Languages and Religions
Spain:Political and Economic Situation
Spain:Organisation and Governance
Spain:Fundamental Principles and National Policies
Spain:Lifelong Learning Strategy
Spain:Organisation of the Education System and of its Structure
Spain:Organisation of Private Education
Spain:National Qualifications Framework
Spain:Administration and Governance at Central and/or Regional Level
Spain:Administration and Governance at Local and/or Institutional Level
Spain:Statistics on Organisation and Governance
Spain:Funding in Education
Spain:Early Childhood and School Education Funding
Spain:Higher Education Funding
Spain:Adult Education and Training Funding
Spain:Early Childhood Education and Care
Spain:Organisation of Early Childhood Education and Care
Spain:Teaching and Learning in Early Childhood Education and Care
Spain:Assessment in Early Childhood Education and Care
Spain:Organisational Variations and Alternative Structures in Early Childhood Education and Care
Spain:Primary Education
Spain:Organisation of Primary Education
Spain:Teaching and Learning in Primary Education
Spain:Assessment in Primary Education
Spain:Organisational Variations and Alternative Structures in Primary Education
Spain:Secondary and Post-Secondary Non-Tertiary Education
Spain:Organisation of General Lower Secondary Education
Spain:Teaching and Learning in General Lower Secondary Education
Spain:Assessment in General Lower Secondary Education
Spain:Vocational Lower Secondary Education: Basic Vocational Training cycles
Spain:Organisation of General Upper Secondary Education
Spain:Teaching and Learning in General Upper Secondary Education
Spain:Assessment in General Upper Secondary Education
Spain:Organisation of Vocational Upper Secondary Education
Spain:Teaching and Learning in Vocational Upper Secondary Education
Spain:Assessment in Vocational Upper Secondary Education
Spain:Post-Secondary Non-Tertiary Education
Spain:Higher Education
Spain:Types of Higher Education Institutions
Spain:First Cycle Programmes
Spain:Bachelor
Spain:Short-Cycle Higher Education
Spain:Second Cycle Programmes
Spain:Programmes outside the Bachelor and Master Structure
Spain:Third Cycle (PhD) Programmes
Spain:Adult Education and Training
Spain:Distribution of Responsibilities
Spain:Developments and Current Policy Priorities
Spain:Main Providers
Spain:Main Types of Provision
Spain:Validation of Non-formal and Informal Learning
Spain:Teachers and Education Staff
Spain:Initial Education for Teachers Working in Early Childhood and School Education
Spain:Conditions of Service for Teachers Working in Early Childhood and School Education
Spain:Continuing Professional Development for Teachers Working in Early Childhood and School Education
Spain:Initial Education for Academic Staff in Higher Education
Spain:Conditions of Service for Academic Staff Working in Higher Education
Spain:Continuing Professional Development for Academic Staff Working in Higher Education
Spain:Initial Education for Teachers and Trainers Working in Adult Education and Training
Spain:Conditions of Service for Teachers and Trainers Working in Adult Education and Training
Spain:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training
Spain:Management and Other Education Staff
Spain:Management Staff for Early Childhood and School Education
Spain:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education
Spain:Education Staff Responsible for Guidance in Early Childhood and School Education
Spain:Other Education Staff or Staff Working with Schools
Spain:Management Staff for Higher Education
Spain:Other Education Staff or Staff Working in Higher Education
Spain:Management Staff Working in Adult Education and Training
Spain:Other Education Staff or Staff Working in Adult Education and Training
Spain:Quality Assurance
Spain:Quality Assurance in Early Childhood and School Education
Spain:Quality Assurance in Higher Education
Spain:Quality Assurance in Adult Education and Training
Spain:Educational Support and Guidance
Spain:Special Education Needs Provision within Mainstream Education
Spain:Separate Special Education Needs Provision in Early Childhood and School Education
Spain:Support Measures for Learners in Early Childhood and School Education
Spain:Guidance and Counselling in Early Childhood and School Education
Spain:Support Measures for Learners in Higher Education
Spain:Guidance and Counselling in Higher Education
Spain:Support Measures for Learners in Adult Education and Training
Spain:Guidance and Counselling in a Lifelong Learning Approach
Spain:Mobility and Internationalisation
Spain:Mobility in Early Childhood and School Education
Spain:Mobility in Higher Education
Spain:Mobility in Adult Education and Training
Spain:Other Dimensions of Internationalisation in Early Childhood and School Education
Spain:Other Dimensions of Internationalisation in Higher Education
Spain:Other Dimensions of Internationalisation in Adult Education and Training
Spain:Bilateral Agreements and Worldwide Cooperation
Spain:Ongoing Reforms and Policy Developments
Spain:National Reforms in Early Childhood Education and Care
Spain:National Reforms in School Education
Spain:National Reforms in Vocational Education and Training and Adult Learning
Spain:National Reforms in Higher Education
Spain:European Perspective
Spain:Legislation
Spain:Institutions
Spain:Bibliography
Spain:Glossary
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Contents
Definition of the Target Group(s)
According to the 2006 Education Act and the 2013 Act on the Improvement of the Quality of Education, modifying it, students whose educational needs cannot be met within the framework of the measures of attention to diversity in mainstream schools, since they present serious disability or behavioural disorders, may be enrolled in specific Special Needs Education centers.
Admission Requirements and Choice of School
In order to identify and assess the educational needs of these students, a psychopedagogical evaluation must be done. The services responsible for carrying out the students psychopedagogical evaluation are also in charge of setting the most suitable educational modality, taking into account parents and legal guardians' opinion. Usually, when parents or legal tutors do not agree with the proposal for school attendance from guidance services, the decision remains with the inspectorate services after listening to the family or legal guardians' opinion. For detailed information on these education inspectorate services see article Quality Assurance in Early Childhood and School Education.
For those students with special education needs attending specific separate Special Needs Education schools, the admission requirements are the same ones than those generally established, except from the provisions on Special Education established for each Autonomous Community. For detailed information on the regulation for pupils admission and choice of institution by families see article Organisation of Early Childhood Education and Care.
Their admission in specific Separate Special Education Needs schools is established with a transitory nature and it must be periodically checked, with the goal of favouring the access to a system with a greater inclusion. Separate Special Education Needs schools are nowadays understood as an education alternative when students with special educational needs would not benefit from ordinary schools. Their attendance to these schools must comply with the following criteria: special education needs related to a disability which cannot be attended in an ordinary school, highly meaningful needs for adapting, impossibility of integrating into an ordinary school and school attendance report from the specialised guidance service, assuring their school attendance.
Age Levels and Grouping of Pupils
In the specific schools for Special Education two education levels are developed: Compulsory Basic Education (from 6 to 16 years old) and the Transition into Adulthood Programmes (from 16 to 19 years old, where students can attend school until 21 years old as a maximum). Also, some schools provide the second cycle of Pre-Primary Education (from 3 to 6 years old). For detailed information on the studies of the second cycle of Pre-Primary Education, see section Organisation of Early Childhood Education and Care.
The groups organisation is flexible, according to students' education needs, not students' age. The ratio teacher/student varies in the different Autonomous Communities, although it is about five.
Curriculum, Subjects
Generally, students attending separate special education schools require some very meaningful curricular adaptations in almost every area or subject of the curriculum. In Compulsory Basic Education, in order to implement this adaptation, the abilities established in the objectives of the curriculum for Primary Education in every area are taken as a reference. Depending on the students' needs the abilities of Lower Compulsory Secondary Education (ESO) can be included. For detailed information on the curriculum of Primary Education and ESO see articles Teaching and Learning in Primary Education and Teaching and Learning in General Lower Secondary Education, respectively. In the last years of school attendance, more importance is given the competences related to vocational performance and social inclusion.
The studies in separate special education schools are organised according to the following structure:
- Compulsory Basic Education:
It lasts 10 years and the students have the same extension than the ones established for mainstream education.
Compulsory Basic Education is organised in cycles constituting planning units. A Curricular Planning is prepared, which takes into consideration the education needs of the different groups of students attending schools. It includes the general objectives for every level, curricular areas, contents, inclusion of cross-curricular subjects, methodological criteria, assessment and promotion criteria, criteria for evaluating the teaching function, didactic resources and materials, and individualised curricular adaptations.
- Transition into Adulthood Programmes:
They are aimed at those students aged 16 having studied Compulsory Basic Education in a separate special education school, and at those ones who comply with the requirement of age and whose special education needs make desirable that the continuity of their training process is made through these programmes. In this case, the choice of this modality must be preceded by the psychopedagogical evaluation made by the relevant Educational and Psychopedagogical Guidance Services. In addition, students and parents' opinion must be taken into account and the corresponding mandatory report from the Education Inspectorate is required. For detailed information on these guidance services see article Guidance and Counselling in Early Childhood and School Education.
They are organised in one single two-year cycle and they can be extended if the education process of the student requires it or when the work possibilities around make it desirable. The objectives to achieve are the following ones:
- Consolidate and develop the students' abilities in their physical, emotional, cognitive, communicative, moral, civic and social inclusion aspects, promoting the highest possible degree of personal autonomy and social inclusion.
- Enhance students' participation in every context where adulthood takes place: home life, the use of community services and enjoying leisure and free time, among others.
- Promote the development of safety work attitudes at job, positive attitude towards task and work basic rules, as well as the acquisition of work activities with an all-purpose nature.
- Promote basic instrumental knowledge, acquired in basic education, consolidating communicative and numerical abilities, reasoning skills and problems solving in daily life, as well as the development of students' creativity.
- Boost habits related to body health, personal safety and emotional balance, in order to develop their life with the greatest possible well-being.
Teaching mainly aims at the students to acquire communicative and motor skills. The curriculum is open and flexible and it is structured in three experience fields:
- Field of personal autonomy in daily life.
- Field of social and community inclusion.
- Field of work abilities and skills.
Teaching Methods and Materials
Separate special education schools use the education methodology established with a general nature and adapt it to the circumstances of this kind of students. Methodology takes into account the following criteria:
- Take the level of the student as a starting point, in accordance with their intellectual, communicative and linguistic, social and emotional, and motor characteristics.
- Assuring meaningful studies which can be applied in their daily activities and which can serve as a basis for accessing later studies.
- Making possible meaningful studies for students in an autonomous manner.
- Promote the principle of physical and intellectual activity both through teachers and/or other partners during learning.
When the students' special needs require it, use the corresponding technical assistance. The teaching methods and materials include Information and Communication Technologies, mainly in the aspects related to the acquisition of communicative abilities. All the schools are provided with the necessary material and, they are generally prepared for attending different disabilities, although in some Autonomous Communities there can be schools attending specific disabilities, such as hearing impairment.
Progression of Pupils
The assessment of those students attending separate special education schools adapts depending on their characteristics. On this manner, the evaluation criteria are modified in order to fit in with the adjustments carried out in the education objectives and contents.
The tutor, school teacher Therapeutic pedagogy specialist carries out the assessment foreseen in the corresponding curricula or curricular adaptations, which are very meaningful for students, in collaboration with the rest of the professionals responsible for developing each curriculum. Some of these professionals are Listening and Speech specialist school teacher, the physical therapist and the school counsellor (education psychologist, psychologist or pedagogue). For detailed information on specialist teachers and other education staff see chapters Teachers and Education Staff and Management and Other Education Staff, respectively.
Teaching teams establish autonomously the criteria for taking decisions on students progression. It is important to draw up different criteria, so that the decision will be made attending to those variables which can have a decisive importance for the students' future.
The progression or retention decisions have an individual nature, and they are accompanied by other general measures which support them. The school methodology and organisation are variables which must be considered when taking the most suitable decision for the student. Other important aspect is to establish the cycle or grade where retention is more advisable and determining the studies considered basic in each of them, in order to continue the learning process.
After a psychopedagogical assessment, the students can attend a combined inclusion modality, attending the ordinary school and the separate special education school. Students can attend school until 21 years old at the most.
Certification
Students with special education needs attending separate special education school obtain at the end of he studies a certificate from the school with the years studied. This certificate is non-mandatory and confidential, and it is accompanied by some guidance about the students' academic and professional future.